Determination of Reliability and Validity for Myself as a Teacher Scale.

Autor/inn/en	Handley, Herbert M.; Thomson, James R., Jr.
Titel	Determination of Reliability and Validity for Myself as a Teacher Scale.
Quelle	(1990), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Beginning Teachers; Concurrent Validity; Elementary School Teachers; Elementary Secondary Education; Factor Analysis; Higher Education; Item Analysis; Likert Scales; Predictive Validity; Secondary School Teachers; Self Concept Measures; Student Teachers; Teacher Attitudes; Teacher Morale; Test Construction; Test Reliability; Test Validity + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Faktorenanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Itemanalyse; Likert-Skala; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Morale; Moral; Testaufbau; Testreliabilität; Testvalidität
Abstract	The reliability and validity of the Myself as a Teacher Scale (MTS), developed to assess the self-concept of teachers, were studied. Materials developed by David P. Butts and Robert Howe were used to construct a 62-item Likert-type scale asking individuals to rate themselves on certain criteria. After a pilot study with 92 preservice teachers and item analyses, the number of items was reduced to 32. Initial internal reliability was derived from a study of these 32 items. A second group of 42 student teachers was tested, and a reliability coefficient of 0.92 was achieved. A retest with these students found a test-retest reliability coefficient of 0.89. The internal consistency of the MTS was evaluated using 426 student teachers for an alpha coefficient of 0.96. Thirty-two preservice teachers were administered the MTS and the Tennessee Self Concept Scale for a modest correlation, indicating concurrent validity. Predictive validity was examined in studies of the classroom performance of student teachers and teacher morale of 35 first-year teachers. Factor analysis through principal component analysis of responses of 422 preservice and inservice teachers demonstrated construct validity. One major dimension of behavior, an overall measure of self-concept as a teacher, was identified. The MTS appeared to be an effective measure. Factor loadings are listed in table form. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC