Teacher Self-Efficacy Scale Towards Context-Based Science Learning: Validity and Reliability Study

Abstract

This study aims to develop a valid and reliable scale for determining the self-efficacy of teachers toward context-based science education. This study employed a survey design. The sample has formed 433 science students working in Kayseri province in the 2020-2021 spring semester. Firstly, an item pool of 85 items was created by reviewing the literature. Secondly, a five-point Likert-type draft scale consisting of 67 items was created. Required arrangements have been performed according to expert opinions to provide content validity. Explanatory and confirmatory factor analyses have been run to provide construct validity. As a result of explanatory factor analysis, a structure with four factors as “Learning/Teaching Process”, “Self-efficacy Resources”, “Academic Self-efficacy” and “Planning Instruction” consisting of 47 items has been reached. Factors have been confirmed by confirmatory factor analysis. Cronbach Alpha internal consistency coefficient has been calculated as 0.98. To provide criterion validity, the Pearson correlation coefficient has been found as 0.86 between the draft and criteria scales. Based on the findings, researchers have determined that the scale was valid and reliable, and they recommended that this scale should be used to determine self-efficacy beliefs towards context-based learning of science teachers.