Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies

Abstract

Two scales measuring teaching self-efficacy and beliefs were developed from previous instruments for use with near-peer facilitators assisting with peer-supported pedagogies. Construct and face validity, measurement reliability, and factor structure were determined using a population of near-peer facilitators working in a peer-led team learning chemistry classroom at a large research-intensive postsecondary institution in the Southeast United States. Results suggest that the scales produce valid and reliable data. Teaching self-efficacy and beliefs were found to increase between pre and post administrations with small to medium effect sizes. The scales can provide a means to evaluate peer-supported pedagogies and as discussion points for faculty members training near-peer facilitators.