Towards a New Theory of Personal Teaching Efficacy: The Development and Testing of a New Model and Scale Using Teachers and Student Teachers Participating in a Reflective Practitioner Model Practicum

Abstract

Research shows that teachers' sense of efficacy is a central mediator of teacher effectiveness and is related to student achievement. Generally, the results have been interpreted using a two-factor model of teacher efficacy. However, most researchers consider teachers' sense of efficacy to be a multidimensional construct with many underlying factors. This study introduces a new theory of personal teaching efficacy which proposes that personal teaching efficacy is best explained from a volitional perspective. The first purpose of the study was to reconceptualize the personal teaching efficacy construct and develop a model and scale. As a result of factor analysis techniques, a seven-factor model of personal teaching efficacy and a 31-item personal teaching efficacy scale with high reliability were developed. The second purpose was to test the personal teaching efficacy model and scale for their utility in measuring and explaining changes in the personal teaching efficacy of teachers and student teachers participating in the final elementary student teaching experience offered through the University of Alberta. Using t-tests, the study found that both teachers and student teachers showed gains in overall personal teaching efficacy and on most of the seven factors. Further testing of the data using the ANOVA technique found some differences among teacher groups and student teacher groups.