Abstract
The purpose of this article is to document the development of a new measure of teaching self-efficacy - The College Teaching Self-Efficacy (CTSE) Scale. We designed the CTSE scale to examine individuals’ beliefs in their abilities to perform specific teaching tasks in a college classroom successfully. We developed an instrument that contained teaching tasks associated with different aspects of college teaching, such as instructional planning, instructional delivery, classroom management, and assessment. This paper provides preliminary validity evidence based on the scale’s content and the internal structure. Implications of the study and directions for future research are discussed.
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