Omid Shokri; Mohammad Azad Abdullah Pour; Ali Taghvayi niya
Volume 6, Issue 1 , September 2018, , Pages 31-42
Abstract
The main purpose of the present study was investigating the psychometric properties of the Teacher Efficacy for Moral Education Scale (TEMES). In this correlation study, 200 teachers (100 male, 100 female) completed the TEMES and the Short Character Strength Measure (SCSM). The confirmatory factor analysis ...
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The main purpose of the present study was investigating the psychometric properties of the Teacher Efficacy for Moral Education Scale (TEMES). In this correlation study, 200 teachers (100 male, 100 female) completed the TEMES and the Short Character Strength Measure (SCSM). The confirmatory factor analysis method and internal consistency were used to compute the TEMES's factorial validity and reliability, respectively. Also, in order to examine the concurrent validity of the Teacher Efficacy for Moral Education Scale, we computed the correlation between different dimensions of TEMES and different character strengths. The results of confirmatory factor analysis, based on AMOS software, indicated that multidimensional structure of the TEMES that consist of teacher positivity and teacher instructional practices had acceptable fit with the data of Iranian teacher’s sample. The analyses of Correlation between different dimensions of TEMES and character strengths (wisdom, courage, humanity, justice, temperance and transcendence) provided initial evidence for the TEMES concurrent validity. The Internal consistencies for the scales measuring teacher positivity and teacher instructional practices were 0/80 and 0/81, respectively. In sum, these findings provide evidence for the validity and reliability of the TEMES as an instrument for measuring the Iranian teachers’ personal self-efficacy for fostering moral character in the classroom.
