Payame Noor University Research in School and Virtual Learning 3060-6497 6 2 1970 01 01 The Investigation of Validity and Reliability of Teacher's Self- Efficacy Ques-tionnaire The Investigation of Validity and Reliability of Teacher's Self- Efficacy Ques-tionnaire 81 94 5142 10.30473/etl.2018.5142 FA Ali Ghasemi Phd, student of Educational Psychology, Kharazmi University, Tehran, Iran Parvin Kadivar Professor, Professor, Educational Psychology, Karazmi University, Tehran, Iran Hadi Keramati Assist of Professor of Educational Psychology, Kharazmi University, Tehran, Iran Mehdi Arabzadeh Assistant Professor, Educational Psychology, Kharazmi University, Tehran, Iran Journal Article 2018 11 06 The main purpose of this article is investigating the validity and reliability of teacher's self- efficacy questionnaire. Questionnaires were administered on teachers^, of Asalouyeh, Parsian and Shibkooh cities in Hormozgan and Bushehr provinces of Iran. The sample group consists of 501 teachers, 298 men and 203 women. They were selected with randomized stratified sampling and answered to the questionnaire. Validity of teacher's self- efficacy questionnaire is verified by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA is conducted with principal components and rotation of varimax method. Three factors are obtained: self- efficacy for classroom engagement, self- efficacy for student management and self- efficacy for instructional strategy. Result of confirmatory factor analysis (CFA) also showed that the fitness of the factors is good. Reliability of teacher self- efficacy is obtained with Alpha<em> </em>Cronbach’s Coefficient method. The result was good and acceptable. The result showed that the three factors of teacher self- efficacy inventory has good and acceptable validity and reliability. It can be used in instructional and psychological research in Iran. The main purpose of this article is investigating the validity and reliability of teacher's self- efficacy questionnaire. Questionnaires were administered on teachers^, of Asalouyeh, Parsian and Shibkooh cities in Hormozgan and Bushehr provinces of Iran. The sample group consists of 501 teachers, 298 men and 203 women. They were selected with randomized stratified sampling and answered to the questionnaire. Validity of teacher's self- efficacy questionnaire is verified by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA is conducted with principal components and rotation of varimax method. Three factors are obtained: self- efficacy for classroom engagement, self- efficacy for student management and self- efficacy for instructional strategy. Result of confirmatory factor analysis (CFA) also showed that the fitness of the factors is good. Reliability of teacher self- efficacy is obtained with Alpha<em> </em>Cronbach’s Coefficient method. The result was good and acceptable. The result showed that the three factors of teacher self- efficacy inventory has good and acceptable validity and reliability. It can be used in instructional and psychological research in Iran. https://etl.journals.pnu.ac.ir/article_5142_555ddac90722c43655db8ca61411ea6d.pdf