P158 Development and Validation of a Self-Efficacy in Garden Education Survey

Abstract

Background Head Start centers across the nation are encouraged to incorporate outdoor teaching into playground landscapes and preschool gardens; however, no validated measurement tool exists to assess teachers’ self-efficacy for garden education. Objective Researchers collected data and developed an online 18 statement self-efficacy in garden education survey utilizing a multiphase process to achieve both reliability and validity. Study Design, Settings, Participants This scale validation process included two online expert reviews and telephone cognitive interviews before it was administered to 357 preschool teacher participants who completed the survey. Measurable Outcome/Analysis Exploratory factor analysis was completed on the six-point forced response likert style scale using principle axis factoring. An iterative factor analysis process to confirm the most appropriate number of factors and the correlated statements within each factor by analyzing the loading tables. Cronbach's alpha was calculated for each of the identified factors. Results Exploratory factor analysis revealed a three-factor structure with an overall correlation of .915 and acceptable to good reliability within each factor (Cronbach's alpha Factor 1 = .866, Factor 2 = .822, and Factor 3 = .788). Factor 1 related to planning and preparing, Factor 2 related to comfort in teaching in the alternative outdoor setting, and Factor 3 related to nature orientation and gardening. Conclusion Having a valid and reliable tool could reveal teachers’ areas of greatest training need and better utilize program training funds into purposeful in-service sessions, continuing education seminars, and one-on-one or team barrier troubleshooting. Funding None.