Abstract
Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an “undecided/uncertain” option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.
Highlights
IntroductionTeachers must acquire the confidence and belief (self-efficacy) that they can undertake a set of work-related tasks that encompass their field of endeavor—education (Bandura 1977a)
Effective teachers are a primary fulcrum for student success
It is useful to assess the impact of teacher professional development (TPD) on teacher efficacy as it relates to K-12 science teacher ability (Riggs and Enochs 1990, 2000)
Summary
Teachers must acquire the confidence and belief (self-efficacy) that they can undertake a set of work-related tasks that encompass their field of endeavor—education (Bandura 1977a). Along with various measures of teacher knowledge and skills (Guskey and Passaro 1994; Guskey and Yoon 2009; Scher and O’Reilly 2009), one component of teacher professional development (TPD) program evaluation is assessing teacher self-efficacy (Caprara et al 2006; Gibson and Dembo 1984; Shidler 2009; Tschannen-Moran and Woolfolk Hoy 2001; Tschannen-Moran et al 1998; Zielinski et al 2000). It is useful to assess the impact of TPD on teacher efficacy as it relates to K-12 science teacher ability (Riggs and Enochs 1990, 2000)
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