Psychometric Properties of the Turkish Adaptation of the Mathematics Teacher Efficacy Belief Instrument for In-Service Teachers

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Date

2011-11-01

Author

Çetinkaya, Bülent
Erbaş, Ayhan Kürşat

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Teaching efficacy beliefs have attracted researchers' attention in recent decades because of its close association with and potential impact on the implementation of new ideas and skills in education. In the present study, we have explored the psychometric properties and construct validity of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument developed by Enochs, Smith, & Huinker (2000) for in-service mathematics teachers. The instrument distinguishes between two dimensions of efficacy beliefs for mathematics teachers: personal mathematics teaching efficacy and mathematics teaching outcome expectancy. The sample consisted of 1355 in-service elementary school teachers and middle school mathematics teachers from 368 schools. Exploratory and confirmatory factor analysis revealed a two-factor structure similar to that found in other studies. Also, scores from the two subscales indicated acceptable internal consistency.

Subject Keywords

Self-efficacy, Mathematics education, Teachers, Exploratory factor analysis, Confirmatory factor analysis

URI

https://hdl.handle.net/11511/41867

Journal

SPANISH JOURNAL OF PSYCHOLOGY

DOI

https://doi.org/10.5209/rev_sjop.2011.v14.n2.41

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

B. Çetinkaya and A. K. Erbaş, “Psychometric Properties of the Turkish Adaptation of the Mathematics Teacher Efficacy Belief Instrument for In-Service Teachers,” SPANISH JOURNAL OF PSYCHOLOGY, pp. 956–966, 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/41867.