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Dergiler / European Journal of Educational Research / 2016 / Cilt: 5 Sayı: 2

Developing the Scale of Teacher Self-Efficacy in Teaching Process

Fahrettin KORKMAZ
Serkan UNSAL
Sayfa
73–83
Yayın Tarihi
2016-04-15
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The scale, developed in order to measure teachers’ self-efficacy in the teaching process, proved to be valid and reliable based on the results of the related analyses.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:The purpose of this study is to develop a reliable and valid measurement tool which will reveal teachers’ self-competences in education process.
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Temel Bulgular & Veri:Participants of the study are 300 teachers working at state primary schools in the province of Gaziantep, Results of the exploratory factor analysis administered to the scale in order to determine its construct validity, indicated that it has four sub-dimensions.
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Sonuç & Katkı:The scale, developed in order to measure teachers’ self-efficacy in the teaching process, proved to be valid and reliable based on the results of the related analyses.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Self efficacy · efficacy · teachers’ self-efficacy

Abstract

The purpose of this study is to develop a reliable and valid measurement tool which will reveal teachers’ self-competences in education process. Participants of the study are 300 teachers working at state primary schools in the province of Gaziantep, Results of the exploratory factor analysis administered to the scale in order to determine its construct validity, indicated that it has four sub-dimensions. In accordance with the results of confirmatory factor analysis RMSEA was measured .050 level fit index. The determined levels for GFI is found to be 0.88, whereas for AGFI, 0.85 for NFI, 0.94 for CFI 0.98 and 0.94 for RFI. Also, non normed fit index, (NNFI) has been observed as 0.97. Four dimensions of the scale which was composed of 23 items account for approximately 54% of the total variance. Cronbach's alpha coefficient of internal consistency was counted .86 for the first dimension; .82 for the second dimension, .67 for the third dimension, .70 for the fourth dimension, and .92 for the entire scale. The scale, developed in order to measure teachers’ self-efficacy in the teaching process, proved to be valid and reliable based on the results of the related analyses.

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Bu Makaleye Atıf Yap

KORKMAZ, F., UNSAL, S. (2016). Developing the Scale of Teacher Self-Efficacy in Teaching Process. European Journal of Educational Research, Cilt: 5 Sayı: 2, 73–83. https://ajindex.com/articles/986870

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Kaynakça (12)

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