Measuring Teacher Sense of Efficacy: Insights and Recommendations Concerning Scale Design and Data Analysis from Research with Preservice and Inservice Teachers in China

Ma, Kang; Trevethan, Robert; Shu-hong, LU

doi:10.1007/s11516-019-0029-1

Cited by 11 publications

(12 citation statements)

References 141 publications

(236 reference statements)

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“…Studies on TSE have been predominantly based on physical classroom teaching. Teachers’ Sense of Efficacy Scale (TSES) (Tschannen-Moran and Woolfolk Hoy 2001 ) has been the most commonly used scale for TSE studies (Ma et al 2019 ). This scale covers three aspects of classroom teaching, including instructional strategies, student engagement and classroom management.…”

Section: Literature Reviewmentioning

confidence: 99%

“… 1 Advanced schools have access to better educational resource and better teachers, compared with standard schools. (see Ma et al 2019 ). …”

mentioning

confidence: 95%

“… 2 In China, there are five levels of administrative divisionis, namely province, city, county, town and villages which are used to indicate the social economic status of the schools in each division (see Ma et al 2019 ). …”

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confidence: 99%

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Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators

et al. 2021

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Online teaching transition during COVID-19 school lockdown elicited challenges for teachers and schools across the globe. The existing literature on the impact of COVID-19 in the education sector is predominantly descriptive and focused on the difficulties faced by teachers during the process of transferring into online teaching, mainly in the higher education sector. This study adopted a mixed-method design to examine online teaching self-efficacy (TSE) during COVID-19, its associated factors and moderators. A sample of 351 Chinese school teachers retrospectively reported their online TSE at the beginning and end of COVID-19 school lockdown, out of which six were followed up for an in-depth interview. TSE for online instruction did not significantly increase (β = .014, p > 0.05) whereas that for technology application increased significantly (β = .231, p < 0.01). Lack of experience in online teaching, separation of teachers from students, school administrative process and unsatisfactory student academic performance were identified as the major associated factors. A moderation effect of adaptability and teacher burnout on the change in online TSE were examined, of which passion burnout was the only significant moderator toward the change in online TSE. The study thus concluded that teachers’ online TSE for technology application increased among Chinese teachers during COVID-19 school lockdown. Supplementary Information The online version contains supplementary material available at 10.1007/s10639-021-10486-3.

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Section: Literature Reviewmentioning

confidence: 99%

“… 1 Advanced schools have access to better educational resource and better teachers, compared with standard schools. (see Ma et al 2019 ). …”

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confidence: 95%

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Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators

et al. 2021

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“…Factor analysis conducted on the TSES also confirmed the three sub-scales namely engagement of students, instructional strategies and management of students' behavior. These sub-scales were initially identified by Ma, Trevethan and Lu (2019). Pendergast et al (2011) also identified three sub-scales of the pre-service teacher self-efficacy as efficacy for instructional strategies, efficacy for classroom management and efficacy for student engagement.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

Factorial Validation of Teachers’ Self-Efficacy Scale using Pre-Service Teachers: Implications for Teacher Education Curriculum

Ene¹,

Ugwuanyi²,

Okeke³

et al. 2020

IJHE

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Teachers’ beliefs in their ability to effectively handle the tasks that are related to their professional activity are an issue of concern for pre-service teachers. Many of them have low self-efficacy which can affect their output in future, and this can influence important academic outcomes on learners. The main purpose of this study was to factorially validate teachers’ self-efficacy scale (TSES) using pre-service teachers in public colleges of Education in Enugu State. A sample of 218 year three students in the schools of sciences and social sciences was drawn from a population of 2,127 students of public colleges of Education in Enugu State. Simple random sampling technique was used to draw two schools from the five schools in each of the colleges. Accidental sampling was used to draw the participants. The study adapted the teacher self-efficacy scale developed by Ma, Trevethan and Lu (2019). The instrument was construct validated using factor analysis while the internal consistency and stability reliability indices were estimated using Cronbach alpha method and Pearson correlation. The exploratory and confirmatory factors analyses were done using principal component matrix with Varimax rotation, while data model fit was tested using root mean square error of approximation (RMSEA) and confirmatory factor index (CFI). Statistical Package for Social Sciences (SPSS) and Analysis of a Moment Structures (AMOS) software were used to conduct the statistical analysis. The results showed that the scale was found to be valid and reliable and as well demonstrated a good model fit (RMSEA = .043, CFI = .943). The study has implication for teacher education training institutions in that the scale can be used as an effective instrument for determining the teaching self-efficacy of the pre-service teachers. Thus, it was recommended that various higher institutions for teacher education should make effective use of TSES in ascertaining the teaching self-efficacy of the pre-service teachers, especially during teaching practice exercises.

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“…In this study, we examined the overlapping effect of number of response options and option labels when assessing sense of efficacy for teaching (SET) 1 -a topic that we had previously researched in Australia and China (see Ma and Cavanagh, 2018;Ma et al, 2019;Ma and Trevethan, 2020). We had noticed differences in results that we suspected might be attributable to differences in combinations of the response options that we had offered participants.…”

Section: Introductionmentioning

confidence: 99%

Influence of Response-Option Combinations when Measuring Sense of Efficacy for Teaching: Trivial, or Substantial and Substantive?

Trevethan

2021

Front. Educ.

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Certain combinations of number and labeling of response options on Likert scales might, because of their interaction, influence psychometric outcomes. In order to explore this possibility with an experimental design, two versions of a scale for assessing sense of efficacy for teaching (SET) were administered to preservice teachers. One version had seven response options with labels at odd-numbered points; the other had nine response options with labels only at the extremes. Before outliers in the data were adjusted, the first version produced a range of more desirable psychometric outcomes but poorer test–retest reliability. After outliers were addressed, the second version had more undesirable attributes than before, and its previously high test–retest reliability dropped to poor. These results are discussed in relation to the design of scales for assessing SET and other constructs as well as in relation to the need for researchers to examine their data carefully, consider the need to address outlying data, and conduct analyses appropriately and transparently.

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Measuring Teacher Sense of Efficacy: Insights and Recommendations Concerning Scale Design and Data Analysis from Research with Preservice and Inservice Teachers in China

Cited by 11 publications

References 141 publications

Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators

Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators

Factorial Validation of Teachers’ Self-Efficacy Scale using Pre-Service Teachers: Implications for Teacher Education Curriculum

Influence of Response-Option Combinations when Measuring Sense of Efficacy for Teaching: Trivial, or Substantial and Substantive?

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