Abstract
The main purpose of this study is to determine the validity and reliability of the Teacher Efficacy Scale in Physical Education (TESPE) in Turkey's conditions, and to test if there are any differences in gender and teaching experience of Turkish PE teachers. Turkish version of the scale was administered to 257 physical education teachers (184 males and 73 females) from three cities in Turkey. Exploratory factor analysis showed that the scale consists of four dimensions similar to the original Cronbach's alpha .89, while both Equal-Length Spearman Brown split-half coefficient (r=.74) and Guttman's split-half coefficient (r=.74) showed a good result. The independent t-test results revealed that there were no significant gender differences in TESPE subscales. Teaching experience is not statistically significant on PE teachers’ efficacy. These results indicated that the TESPE is a valid and reliable scale for Turkish culture. Key words: Teacher efficacy, physical education teachers, teaching experience.
Highlights
In recent years there has been a growing body of research on teacher efficacy as an important factor underlying teaching and learning
The main purpose of this study is to determine the validity and reliability of the Teacher Efficacy Scale in Physical Education (TESPE) in Turkey's conditions, and to test if there are any differences in gender and teaching experience of Turkish PE teachers
Teaching experience is not statistically significant on PE teachers’ efficacy. These results indicated that the TESPE is a valid and reliable scale for Turkish culture
Summary
In recent years there has been a growing body of research on teacher efficacy as an important factor underlying teaching and learning. Research suggests that teacher efficacy may underlie critical instructional decisions including the use of time, classroom management strategies and questioning techniques (Gibson and Dembo, 1984; Saklofske et al, 1988; Woolfolk et al, 1990; Tschannen-Moran, 2000; Hand, 2013). Teacher efficacy has been shown to be a strong predictor of commitment to teaching (Coladarci, 1992), adoption of innovations (Midgley et al, 1989) and higher levels of planning and organization (Allinder, 1994). Important antecedents of teacher efficacy have included teacher training and experience (Hoy and Woolfolk, 1993; Ramey-Gassert et al, 1996), the academic ability of one's students (Smylie, 1988), and school and community support (Fuller et al, 1982; Hoy and Woolfolk, 1993; Park, 1992; RameyGassert et al, 1996)
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