An adapted measure of teacher self-efficacy for preservice teachers: Exploring its validity across two countries.

Autor/inn/en	Pfitzner-Eden, Franziska; Thiel, Felicitas; Horsley, Jenny
Titel	An adapted measure of teacher self-efficacy for preservice teachers: Exploring its validity across two countries.
Quelle	In: Zeitschrift für pädagogische Psychologie, 28 (2014) 3, S. 83-92Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652/a000125
Schlagwörter	Pädagogik; Fragebogen; Testvalidität; Selbstwirksamkeit; Lehramtsstudent; Messung; Berufliche Kompetenz; Student
Abstract	Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. The authors provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in 3 samples from Germany and New Zealand. Results of the multiple group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2015/1