Abstract
<p style="text-align:justify">The purpose of this study was to develop a scale for assessing teachers’ self-determination instruction and to test the validity and reliability of this tool. The subjects included 315 teachers recruited from elementary and junior high schools nationwide in Taiwan. The Teaching Self-Determination Scale (TSDS) developed in this study aimed at assessing the extent to which educators teach students knowledge and skills related to self-determination. The 24-item TSDS is comprised of four subscales including Self-Realization, Psychological Empowerment, Self-Regulation, and Autonomy. Data collected were analyzed using descriptive statistics, correlation analyses, t tests, and factor analyses. Findings showed that the TSDS has satisfactory psychometric properties. The internal consistency reliability coefficients (Cronbach’s α) ranged from .76 to .93, while the test-retest coefficients ranged from .71 to .87. Findings of the exploratory factor analysis showed that the four TSDS subscale factors can be reasonably extracted, which can explain 59.7% of the total item variance. The confirmatory factor analysis results further indicated a good fit between the measurement model and the sample data (GFI = .96, AGFI = .91, RMSEA = .08, NFI = .97, RFI = .93, IFI = .98, TLI = .95, CFI = .98). Suggestions are provided for future research.</p>
Highlights
For contemporary special education teachers, how to effectively help students with disabilities to improve their selfdetermination skills is an important educational responsibility
The results of the scree test showed that four factors (i.e., SR, Psychological Empowerment (PE), SG, AT) can be reasonably extracted by the Teaching Self-Determination Scale (TSDS), which can explain 59.72% of the total item variance
Results of the item analysis showed that all values yielded meet the statistical requirements, and the 24 items originally compiled in the TSDS are retained
Summary
For contemporary special education teachers, how to effectively help students with disabilities to improve their selfdetermination skills is an important educational responsibility. There is a growing acknowledgement that self-determination skills can be seen as an educational outcome (e.g., Agran, Cavin, Wehmeyer, & Palmer, 2006; Denney & Daviso, 2012; Kelly & Shogren, 2014; Palmer & Wehmeyer, 2003). This fact reveals the importance of teachers in the process of teaching selfdetermination to students with disabilities
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