Development and Validation of a Teacher Self-Efficacy Scale for the Education of Refugee Students

Abstract

Good education is only possible with highly qualified teachers. Being aware of these competences or deficiencies is also important for teachers’ professional development. In the last 15 years, refugee migration from the Middle East and Central Asia to Europe has challenged Turkey with the problem of refugee education. The aim of this research is to develop and assess a measurement tool to gauge teachers’ self-efficacy perceptions towards refugee students. The validity and reliability studies of the scale with 14 items and 4 sub-factors were carried out by exploratory and confirmatory factor analysis from the pool of 45 items created as a result of literature review. A second factor analysis was conducted to see whether the data fit into the predetermined factors. In the exploratory factor analysis phase of the study, 210 primary school teachers participated. The sampling group of the confirmatory factor analysis consisted of 200 teachers. It was concluded that the developed scale is a valid and reliable scale and can be used in the field of refugee education.