Teacher efficacy: A construct validation.

Abstract

Teacher efficacy has been identified as a variable accounting for individual differences in teaching effectiveness. The purpose of the present study was to develop an instrument to measure teacher efficacy, provide construct validation support for the variable, and examine the relationship between teacher efficacy and observable teacher behaviors. Factor analysis of responses from elementary school teachers to a 30-item Teacher Efficacy Scale yielded two substantial factors that corresponded to Bandura's two-factor theoretical model of self-efficacy. A multitrait-multimethod analysis that supported both convergent and discriminant validity analyzed data from teachers on three traits (teacher efficacy, verbal ability, and flexibility) across two methods of measurement. Finally, classroom observation data related to academic focus and teacher feedback behaviors indicated differences between high-and low-efficacy teachers in time spent in whole class versus small group instruction, teacher use of criticism, and teacher lack of persistence in failure situations.

Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

“…de fait, la majorité des échelles relatives au seP des enseignants comporte très peu d'énoncés (1 à 5) sur la gestion de classe (p. ex., Betoret, 2009 ;Çakir & alici, 2009 ;dussault, villeneuve, & deaudelin, 2001 ;Friedman, 2003 ;Friedman & Kass, 2002 ;Gibson & dembo, 1984 ;Meijer & Foster, 1988 ;Paneque & Barbetta, 2006 ;rich, lev, & Fischer, 1996 ;rimm-Kaufman & sawyer, 2004 ;schwarzer & Hallum, 2008 ;siwatu, 2007 ;skaalvik & skaalvik, 2007 ;Woolfson & Brady, 2009 ;Yoon, 2004). d'autres échelles présentent un plus grand nombre d'énoncés sur le sujet (de 6 à 14), mais n'abordent toutefois que quelques-unes des cinq dimensions de la gestion de classe recensées par o'neill et stephenson (2011).…”

“…d'autres ont toutefois recours à une évaluation préliminaire de l'échelle (p. ex., Brownell & Pajares, 1999 ;Gibson & dembo, 1984 ;Meijer & Foster, 1988). la plupart des recherches présentent le niveau de consistance interne (coefficient alpha de cronbach) pour l'échelle, mais plus rarement les analyses factorielles appuyant la structure théorique.…”

Sources d’influence de l’autoefficacité relative à un enseignement intégrant les TIC chez des enseignants du primaire

“…Finalement, d'autres individus vont effectuer une combinaison de manière configurée, ce qui veut dire qu'ils vont accorder un poids différent à un facteur spécifique selon les sources d'autoefficacité (Bandura, 1997(Bandura, et 2007. Gibson et Dembo (1984) sont les pionniers en ce qui concerne l'autoefficacité étudiée sous l'angle de l'enseignement. Selon eux, les croyances d'efficacité générale 2 font référence aux croyances de l'enseignant voulant que l'enseignement puisse apporter des retombées positives.…”

Development of the Mathematics Teaching Efficacy Beliefs Instrument Korean Version for Elementary Preservice Teachers

“…These two dimensions were proposed to be used in developing a teacher efficacy measure. Indeed, Gibson and Dembo (1984) stated that "…teachers who believe student learning can be influenced by effective teaching (outcome expectancy) and who also have confidence in their own teaching abilities (selfefficacy) should persist longer, provide a greater academic focus in the classroom, and exhibit different types of feedback …" (p. 570).…”

“…In consequence, Gibson and Dembo (1984) developed the Teacher Efficacy Scale (TES), in the frame of Banudra' s theory, which taps into selfefficacy as a strong variable to a teacher' s behavior in the classroom. The TES consists of 30 items within the two variables of Personal Teaching Efficacy (PTE) and the General Teaching Efficacy (GTE), but a short version TES yielded acceptable reliability in PTE (9 items) and the GTE (7 items).…”