Research in School and Virtual Learning

In collaboration with Payame Noor University and Iran Educational Psychology Association

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Editorial Board

Publication Ethics

Indexing and Abstracting

FAQ

Peer Review Process

Journal Metrics

Psychometric Properties of the Teacher Efficacy for Moral Education Scale among Students

Document Type : Research

Authors

1 Assistant Professor of Educational Psychology،Department of Educational and Developmental Psychology،Shahid Beheshti University،Tehran،Iran.

2 Associate Professor of Educational Psychology،Department of Educational Psychology،Islamic Azad university،Mahabad،Iran

3 Assistant Professor of Educational Psychology،Department of Educational Psychology،Yasouj University،Yasuj،Iran

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 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.

Keywords

References
خدایی، علی (1397). نسخة فارسی سیاهة هیجان معلم: یک مطالعة روان‌سنجی. پژوهش در یادگیری آموزشگاهی و مجازی، سال پنجم، شمارة چهارم (پیاپی 20)، 38-25.
علیزاده، شهناز، صالحی، کیوان، مقدم‌زاده، علی (1396). واکاوی کیفیت سنجش کلاسی معلمان: مطالعه‌ای به روش پژوهش آمیخته. پژوهش در یادگیری آموزشگاهی و مجازی، سال پنجم، شمارة 1 (پیاپی 17)، 84-63.
 Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
Anderson, R., Greene, M., & Loewen, P. (1988). Relationships among teachers’ and students’ thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34, 148-165.
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement, New York, Longman.
Bandura, A. (1997). Self-efficacy: The exercise of control, New York, W. H. Freeman and Company.
Campbell, E. (2004). Ethical bases of moral agency in teaching. Teachers and Teaching: Theory and Practice, 10(4), 409-428.
Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95 (4), 821–832.
Cooper, B. (2010). In search of profound empathy in learning relationships: understanding the mathematics of moral learning environments. Journal of Moral Education, 39(1), 79-99.
den Brok, P., & Levy, J. (2005). Teacher-student relationships in multicultural classes: reviewing the past, preparing the future. International Journal of Educational Research, 43(1), 72-88.
den Brok, P., van Tartwijk, J.,Wubbels, T., & Veldman, I. (2010). The differential effect of the teacher-student interpersonal relationship on student outcomes for student with different ethnic backgrounds. British Journal of Educational Psychology, 80(2), 199-221.
Enrich, L. C., Kimber, M., Millwater, J., & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice. Teachers and Teaching: Theory and Practice, 17(2), 173-185.
Furnham, A., & Lester, D. (2012). The development of a short measure of character strength. European Journal of Psychological Assessment, 28 (2), 95–101.
Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63-69.
Henson, R. K. (2001). Teacher self-efficacy: Substantive implications and measurement dilemmas. Invited keynote address given at the annual meeting of the Educational Research Exchange, Texas A&M University, College Station, Texas.
Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Kline, R. B. (2005). Principles and practices of structural equation modeling (2nd edition). New York: Guilford.
Lapsley, D. K., & Narvaez, D. (2006). Character education. In A. Renninger & I. Siegel (Eds.), Handbook of Child Psychology (W. Damon & R. Lerner, Series Eds.) (Vol. 4, pp. 248-296). New York: Wiley.
Lynn, T., & Berry, A. (2011). Unpacking the Notion of Building Relationships in Educational Contexts. Presented at the 15th biennial of the international study association on teachers and teaching, The University of Minho, Braga, 05-08 July.
Marsella, A. J., & Leong, F. T. L. (1995). Cross-cultural issues in personality and career assessment. Journal of Career Assessment, 3, 202–218.
McAdams, D. (2009). The moral personality. In D. Narvaez & D. K. Lapsley, (Eds.) Personality, identity, and character: Explorations in moral psychology (pp. 11-29). New York: Cambridge University Press.
Melby, L. C. (1995). Teacher efficacy and classroom management: A study of teacher cognition, emotion, and strategy usage associated with externalizing student behavior. Unpublished doctoral dissertation, University of California, Los Angeles.
Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. Sage publication. Thousand Oaks. London. New Dehi.
Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81, 247-258.
Milson, A. J., & Mehlig, L. M. (2002). Elementary school teachers’ sense of efficacy for character education. The Journal of Educational Research, 96, 477-453.
Moore, W., & Esselman, M. (1992). Teacher efficacy, power, school climate and achievement: A desegregating district’s experience. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Moran, W., & Labone, E. (2011). Teacher beliefs associated with caring for students: formation, maintenance and change. Presented at the 15th biennial of the international study association on teachers and teaching, The University of Minho, Braga, 05-08 July.
Narvaez, D. (2006). Integrative ethical education. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development, (pp. 703-733). Mahwah, Erlbaum.
Narvaez, D., Vaydich, J. L., Turner, J. C., & Khmelkov, V. (2008). Teacher self-efficacy for moral education: Measuring teacher self-efficacy for moral education. Journal of Research in Character Education, 6(2), 3–15.
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: American Psychological Association.
Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17, 51-65.
Schwerdtfeger, A., Konermann, L., & Schonhofen, K. (2008). Self-efficacy as a health-protective resource in teachers? A biopsychological approach. Health Psychology, Vol 27(3), May 2008, 358-368.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99 (3), 611–625.
Solomon, D., Watson, M., & Battistich, V. (2002). Teaching and schooling effects on moral/prosocial development. In V. Richardson (Ed.), Handbook of Research on Teaching, (pp. 566-603). Washington, D.C., American Educational Research Association.
Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171-187.
Tirri, K., & Husu, J. (2002). Care and responsibility in “the best interest of the child”: relational voices of ethical dilemmas in teaching. Teachers and Teaching, 8(1), 65-80.
Velea, S., & Farca, S. (2013). Teacher’s responsibility in moral and affective education of Children. Social and Behavioral Sciences, 76, 863-867.
Walker, L. J., & Frimer, J. (2009). Moral personality exemplified. In D. Narvaez & D. K. Lapsley, (Eds.), Personality, identity, and character: explorations in moral psychology (pp. 232-255). New York: Cambridge University Press.
Watson, M. (2003). Learning to trust. San Francisco, Jossey-Bass.
Weston, R., & Gore, Jr. P. A. (2006). A brief guide to structural equation modeling. Journal of Counseling Psychology, 5, 719-751.
Willemse, M., Lunenberg, M., & Korthagen, F. A. J. (2008). The moral aspects of teacher educators’ practices. Journal of Moral Education, 37(4), 445-466.
Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 88, 181-193.
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148.
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1), 6-24.
Wubbels, T., Brekelmans, M., den Brok, P., & van Tartwijk, J. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. In C. Evertson, & C. Wienstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1161e1191). Mahwan, NJ: Lawrence Erlbaum Associates.
Research in School and Virtual Learning
Volume 6, Issue 1 - Serial Number 21
September 2018
Pages 31-42
Files
Share
How to cite
Statistics