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The Investigation of Validity and Reliability of Teacher's Self- Efficacy Ques-tionnaire

Document Type : Research

Authors

1 Phd, student of Educational Psychology, Kharazmi University, Tehran, Iran

2 Professor, Professor, Educational Psychology, Karazmi University, Tehran, Iran

3 Assist of Professor of Educational Psychology, Kharazmi University, Tehran, Iran

4 Assistant Professor, Educational Psychology, Kharazmi University, Tehran, Iran

Abstract

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 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.

Keywords

References
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Research in School and Virtual Learning
Volume 6, Issue 2 - Serial Number 22
November 2018
Pages 81-94
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