Self-Efficacy for Science Teaching Scale Development: Construct Validation with Elementary School Teachers

Yangin, Selami; Sidekli, Sabri

doi:10.11114/jets.v4i10.1694

Cited by 4 publications

(7 citation statements)

References 30 publications

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“…The low (or medium) correlations of every (even only partial) science-specific factor of the self-efficacy beliefs of science teaching with the srCK in no less than one of the subjects (H2) support the theoretical assumption that srCK positively relates to self-efficacy beliefs [45,50]. At the same time, the low correlations prove them as separated constructs, which argues for divergent validity.…”

Section: First Indicators Of the Validity Of The Self-st Instrumentmentioning

confidence: 61%

“…There are suggestions that having more natural scientific CK results in higher self-efficacy beliefs of science teaching [49]. In addition, research shows that self-rated CK (srCK) in natural sciences relates to the self-efficacy beliefs of science teaching [45,50].…”

Section: Relationship Of Experience and Content Knowledge With Self-ementioning

confidence: 99%

“…In research, self-efficacy beliefs of science teaching and srCK in science display a positive correlation [45,50]. Thus, we assumed a positive correlation of self-efficacy beliefs of science teaching with srCK of curricular-valid content of biology, chemistry, and physics teaching in Germany as well.…”

Section: Research Question and Hypothesesmentioning

confidence: 99%

“…This assumption is supported by the contexts, or subjects, not being completely identical. The finding that every (even only partial) science-specific factor of the self-efficacy beliefs of science teaching is still correlated with at least one factor of the srCK in science (H2) [45,50] can be interpreted as an indicator of divergent validity.…”

Section: First Indicators Of the Validity Of The Self-st Instrumentmentioning

confidence: 99%

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Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-Based Measurement

Handtke

Bögeholz

2019

Education Sciences

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Interdisciplinary science teaching is an issue in various countries. One example in Europe is Germany, especially regarding comprehensive schools. At the same time, German teacher education is primarily subject-specific. An examination of data on self-efficacy beliefs is helpful for understanding the qualifications of teachers for interdisciplinary science. Previous measurement instruments for teaching biology, chemistry, physics, and science lack a literature-based, theory-based, or curricular-valid measurement or a systematic obstacle to overcome. Thus, to meet these requirements, this research developed a draft for a new instrument to measure self-efficacy beliefs of interdisciplinary science teaching (SElf-ST). As the theoretical base, the instrument operationalizes a model of pedagogical content knowledge for teaching science and adapts it to self-efficacy beliefs. In a cross-sectional study (N = 114 pre-service and trainee teachers), a ten-factor-solution for self-efficacy beliefs resulted from an exploratory factor analysis (Kaiser–Meyer–Olkin-criterion = 0.858, α = 0.70–0.86). Nine factors are linked to the theoretical model. An additional tenth factor emerged: Teaching Ethically Relevant Issues. Nine factors show low and medium correlations with teaching experience. Eight factors show at least low correlations with self-rated content knowledge in no less than one of the three subjects. In general, science-specific factors show rather low or medium correlations, and generic factors (e.g., Applying Media, and Applying Methods of Evaluation) show low or no correlations. This result is in accordance with the context specificity of self-efficacy beliefs. These results meet most of the research expectations and provide initial indications of the concurrent, curricular, and divergent validity of the SElf-ST instrument. The paper argues for the development of a new, theory-based instrument to measure self-efficacy beliefs of interdisciplinary science teaching.

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Section: First Indicators Of the Validity Of The Self-st Instrumentmentioning

confidence: 61%

Section: Relationship Of Experience and Content Knowledge With Self-ementioning

confidence: 99%

Section: Research Question and Hypothesesmentioning

confidence: 99%

Section: First Indicators Of the Validity Of The Self-st Instrumentmentioning

confidence: 99%

See 2 more Smart Citations

Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-Based Measurement

Handtke

Bögeholz

2019

Education Sciences

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“…Considering the relations of self-efficacy beliefs with other constructs, self-rated content knowledge plays an important role. For example, self-rated content knowledge in science (subjects) relates to self-efficacy beliefs of teaching interdisciplinary science in primary and secondary education [48][49][50]. Researchers uncovered correlations between both constructs [48,50] and differences in self-efficacy beliefs between groups of different self-rated content knowledge in science (better self-rated content knowledge = higher self-efficacy beliefs) [49].…”

Section: Self-efficacy Beliefs Self-rated Content Knowledge and Teach...mentioning

confidence: 99%

Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education

2022

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Self-efficacy beliefs are important for teachers to conduct Education for Sustainable Development (ESD). Self-efficacy instruments for teaching ESD mainly focus on primary education, and theory-driven instruments are lacking. Thus, we developed an instrument for secondary education reflecting eight subcategories of a science teaching pedagogical content knowledge (PCK) model, transferred to teaching ESD. We conducted an exploratory factor analysis (n1 = 162) and a confirmatory factor analysis (n2 = 236) with mainly pre-service biology, politics, and geography teachers for secondary education. We identified seven self-efficacy beliefs of teaching ESD factors. Six of these factors showed an expected low or middle correlation with self-rated content knowledge of SD-relevant issues (divergent validity). Pre-service teachers’ ESD teaching self-efficacy beliefs were rather positive, missing clear differences due to studying biology, politics, and geography. Bachelor students had higher self-efficacy beliefs than Master of Education students regarding four factors. Only 32 of 113 Bachelor students completed any ESD course at that time. They could have overestimated their own skills or underestimated teaching ESD. Current participation in at least one ESD course positively influenced three self-efficacy factors. Since barely any pre-service teacher currently participated in or completed more than three ESD courses at the time of the study, there is room for a stronger focus on ESD in German teacher education.

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Arguments for Construct Validity of the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument

Handtke¹,

Bögeholz²

2020

EUROPEAN J ED RES

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Current research on self-efficacy beliefs of interdisciplinary science teaching indicates shortcomings in facing recent teaching challenges in secondary education and corresponding valid instruments. Thus, we designed the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) instrument based on a pedagogical content knowledge model for science teaching. We ensured the factorial validity of ten factors. To bring construct validity down to a round figure, we examined convergent and divergent validity in this paper. For answering the overall research question regarding arguments for the convergent and divergent validity of the interpretation of the SElf-ST instrument’s test values (and related hypotheses), we analyzed data of pre-service, trainee, and in-service biology, chemistry, and physics teachers (n = 590) in a cross-sectional study. While the strong latent correlations of the ten SElf-ST factors with self-efficacy beliefs of interdisciplinary science teaching in primary education (r = 0.40 – 0.63, p < 0.01) indicate convergent validity, the rather weak correlations with self-efficacy beliefs of general teaching (r = 0.17 – 0.54, p < 0.01), self-rated content knowledge in science (r = 0.13 – 0.40, p < 0.01), and perceived stress (r = -0.13 – -0.19, p < 0.01) support different divergent validity intensities. Thus, assumed relations within the nomological net surrounding the self-efficacy beliefs of interdisciplinary science teaching construct were confirmed for secondary education. In sum, we shed light on a rarely explored aspect of construct validity in science education research regarding self-efficacy beliefs. Doing so, we gained strong arguments that the SElf-ST instrument’s test values can serve as indicators of self-efficacy beliefs of interdisciplinary science teaching in secondary education.

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Self-Efficacy for Science Teaching Scale Development: Construct Validation with Elementary School Teachers

Cited by 4 publications

References 30 publications

Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-Based Measurement

Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-Based Measurement

Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education

Arguments for Construct Validity of the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument

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