Early Childhood Educators’ Physical Literacy Predict Their Self-Efficacy and Perceived Competence to Promote Physical Activity

Leung, Yick Wah; Mak, Toby C T; Chan, Derwin King Chung; Capio, Catherine Mamaid

doi:10.1080/10409289.2023.2243187

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2024

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Cited by 2 publications

References 43 publications

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Construct Validity and Reliability of the Effective Early Childhood Physical Literacy Pedagogue (ECE-PLP) Self-Report Instrument

Barratt,

Dudley,

Stylianou

et al. 2024

Measurement in Physical Education and Exercise Science

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Construct Validity and Reliability of the Effective Early Childhood Physical Literacy Pedagogue (ECE-PLP) Self-Report Instrument

Barratt,

Dudley,

Stylianou

et al. 2024

Measurement in Physical Education and Exercise Science

View full text Add to dashboard Cite

The Chinese Adaptation of the Teachers’ Sense of Efficacy Scale in Early Childhood Pre-service Teachers: Validity, Measurement Invariance, and Reliability

Shao,

Muhamad,

Razali

et al. 2024

Preprint

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Background Teachers’ sense of efficacy (TSE) is a crucial construct for evaluating the quality of pre-service teachers. While the Teachers’ Sense of Efficacy Scale (TSES) is the most widely used and promising instrument for measuring TSE, there is no existing literature assessing the appropriateness of the TSES for early childhood pre-service teachers in China. This study aimed to translate the English version of the TSES into Chinese and test its factor structure, validity, measurement invariance across gender, age, and college year, as well as reliability. Methods This study used a cross-sectional design. The sample included 402 participants in China. The TSES was translated into Chinese using the standard back-to-back translation method. The psychometric properties of the TSES, including construct validity, concurrent validity, convergent validity, criterion-related validity, measurement invariance, internal consistency reliability, and composite reliability, were examined. Results CFA results indicated that the TSES is best represented by a modified three-factor model, demonstrating strong preliminary, overall, and internal structure fit. The concurrent validity, convergent validity, criterion-related validity, internal consistency reliability, and composite reliability of the Chinese version TSES were robust. The measurement invariance across gender, age, and college year was also confirmed. Conclusions This study addresses a gap in the literature by providing robust empirical evidence on the factor structure, validity, measurement invariance, and reliability of the Chinese version of the TSES for early childhood pre-service teachers, thereby enhancing understanding of TSE in Chinese-speaking context.

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Early Childhood Educators’ Physical Literacy Predict Their Self-Efficacy and Perceived Competence to Promote Physical Activity

Cited by 2 publications

References 43 publications

Construct Validity and Reliability of the Effective Early Childhood Physical Literacy Pedagogue (ECE-PLP) Self-Report Instrument

Construct Validity and Reliability of the Effective Early Childhood Physical Literacy Pedagogue (ECE-PLP) Self-Report Instrument

The Chinese Adaptation of the Teachers’ Sense of Efficacy Scale in Early Childhood Pre-service Teachers: Validity, Measurement Invariance, and Reliability

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