Factorial Validation of Teachers’ Self-Efficacy Scale using Pre-Service Teachers: Implications for Teacher Education Curriculum
- Title
- Factorial Validation of Teachers’ Self-Efficacy Scale using Pre-Service Teachers: Implications for Teacher Education Curriculum
- Author(s)
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Catherine U. Ene, Christian S. Ugwuanyi, Chinedu I.O. Okeke, Boniface G. Nworgu, Agnes O. Okeke, John J. Agah, Basil C. Oguguo, Francis E. Ikeh, Kenneth O. Eze, Felicia C. Ugwu, Oluchi Janehilda Agugoesi,
Ekwutosi M. Nnadi, Uche N. Eze, Dominic U. Ngwoke, Uchechukwu H. Ekwueme See all items with this value - Date
- 2021 See all items with this value
- Description
-
Teachers’ beliefs in their ability to effectively handle the tasks that are related to their professional activity are an
issue of concern for pre-service teachers. Many of them have low self-efficacy which can affect their output in
future, and this can influence important academic outcomes on learners. The main purpose of this study was to
factorially validate teachers’ self-efficacy scale (TSES) using pre-service teachers in public colleges of Education in Enugu State. A sample of 218 year three students in the schools of sciences and social sciences was drawn from a population of 2,127 students of public colleges of Education in Enugu State. Simple random sampling technique was used to draw two schools from the five schools in each of the colleges. Accidental sampling was used to draw the participants. The study adapted the teacher self-efficacy scale developed by Ma, Trevethan and Lu (2019). The instrument was construct validated using factor analysis while the internal consistency and stability reliability indices
were estimated using Cronbach alpha method and Pearson correlation. The exploratory and confirmatory factors
analyses were done using principal component matrix with Varimax rotation, while data model fit was tested using root mean square error of approximation (RMSEA) and confirmatory factor index (CFI). Statistical Package for Social Sciences (SPSS) and Analysis of a Moment Structures (AMOS) software were used to conduct the statistical analysis. The results showed that the scale was found to be valid and reliable and as well demonstrated a good model fit (RMSEA = .043, CFI = .943). The study has implication for teacher education training institutions in that the
scale can be used as an effective instrument for determining the teaching self-efficacy of the pre-service teachers. Thus, it was recommended that various higher institutions for teacher education should make effective use of TSES in ascertaining the teaching self-efficacy of the pre-service teachers, especially during teaching practice exercises. - Publisher
- International Journal of Higher Education See all items with this value
- Keywords
- confirmatory factor analysis, exploratory factor analysis, pre-service teachers, self-efficacy scale See all items with this value
- volume
- 10
- number of pages
- 113-121
- issue
- 1
- Item sets
- Journal Articles
- Media
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