ABSTRACT The aim of this study is to develop and validate Preschool Teachers’ Sense of Teaching Efficacy Scale (PTSTES) in the Chinese context. A 22-item self-report measure was developed based on Bandura’s social cognitive theory, Chinese preschool education policies, existing instruments, and one-on-one interviews with preschool teachers. This study has demonstrated that the PTSTES has satisfactory psychometric properties in a sample of 584 Chinese preschool teachers. Findings indicated that the PTSTES was a valid and reliable measure including five aspects of teaching efficacy: teaching preparation, teaching strategy, teaching evaluation, classroom management, and preschool-family cooperation. Rasch Rating Scale Model analysis provided the evidence for the item separation, person separation and item difficulty of the PTSTES. The reliability evidence is calculated by examining internal consistency and item-total correlations. Validity evidence based on test content, internal structure, and relations to other variables was also evaluated, indicating that the PTSTES has good validity. This study contributes to early childhood education by providing researchers and practitioners with an instrument for measuring preschool teachers’ sense of teaching efficacy.
Read full abstract