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Classroom Teacher Candidates' Perceptions of Teacher Self-Efficacy in Developing Students' Reading, Writing and Verbal Skills: Scale Development Study

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Title: Classroom Teacher Candidates' Perceptions of Teacher Self-Efficacy in Developing Students' Reading, Writing and Verbal Skills: Scale Development Study
Language: English
Authors: Canbulat, Ayse Nur Kutluca
Source: Educational Research and Reviews. Aug 2017 12(16):789-800.
Availability: Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Peer Reviewed: Y
Page Count: 12
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Foreign Countries, Preservice Teachers, Student Teacher Attitudes, Self Efficacy, Reading Skills, Writing Skills, Verbal Ability, Factor Analysis, Test Reliability, Factor Structure, Componential Analysis, Goodness of Fit, Likert Scales
Geographic Terms: Turkey
ISSN: 1990-3839
Abstract: This work uses exploratory and confirmatory factor analyses to study Verbal Skills Development Teacher Self-Efficacy Scale (VSDTS), Reading Skills Development Teacher Self-Efficacy Scale (RSDTS) and Writing Skills Development Teacher Self-Efficacy Scale (WSDTS) developed to identify classroom teacher candidates' perceptions of teacher self-efficacy in developing students' verbal, reading and writing skills. KMO values above 0.80 in all the three scales showed that the dataset was suitable for factor analysis. It can be argued that the scales are reliable since the factor analyses pointed that all the three scales had a single-factor structure. VSDTS, RSDTS and WSDTS were very good in the principal components analysis conducted under the framework of exploratory factor analysis. Their Cronbach Alpha internal consistency coefficients calculated were in the range of 0.80= a <1.00. In the confirmatory factor analysis of VSDTS, good NFI and RMR values and SRMR and CFI values above 0.95 point to substantial fit. In this context, 16-item single factor structure of VSDTS scale was confirmed. For RSDTS, good GFI values, NFI and CFI values above 0.95 and SRMR and RMR values below 0.05 corresponded to substantial fit. In this context, 11-item single factor structure of RSDTS scale was confirmed. For WSDTS, good AGFI values, GFI, NFI and CFI values above 0.95 and SRMR and RMR values below 0.05 corresponded to substantial fit. In this context, 8-item single factor structure of WSDTS scale was confirmed.
Abstractor: As Provided
Number of References: 47
Entry Date: 2017
Accession Number: EJ1151764
Database: ERIC
FullText Text:
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  Data: Classroom Teacher Candidates&#39; Perceptions of Teacher Self-Efficacy in Developing Students&#39; Reading, Writing and Verbal Skills: Scale Development Study
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  Data: 1990-3839
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This work uses exploratory and confirmatory factor analyses to study Verbal Skills Development Teacher Self-Efficacy Scale (VSDTS), Reading Skills Development Teacher Self-Efficacy Scale (RSDTS) and Writing Skills Development Teacher Self-Efficacy Scale (WSDTS) developed to identify classroom teacher candidates&#39; perceptions of teacher self-efficacy in developing students&#39; verbal, reading and writing skills. KMO values above 0.80 in all the three scales showed that the dataset was suitable for factor analysis. It can be argued that the scales are reliable since the factor analyses pointed that all the three scales had a single-factor structure. VSDTS, RSDTS and WSDTS were very good in the principal components analysis conducted under the framework of exploratory factor analysis. Their Cronbach Alpha internal consistency coefficients calculated were in the range of 0.80= a &lt;1.00. In the confirmatory factor analysis of VSDTS, good NFI and RMR values and SRMR and CFI values above 0.95 point to substantial fit. In this context, 16-item single factor structure of VSDTS scale was confirmed. For RSDTS, good GFI values, NFI and CFI values above 0.95 and SRMR and RMR values below 0.05 corresponded to substantial fit. In this context, 11-item single factor structure of RSDTS scale was confirmed. For WSDTS, good AGFI values, GFI, NFI and CFI values above 0.95 and SRMR and RMR values below 0.05 corresponded to substantial fit. In this context, 8-item single factor structure of WSDTS scale was confirmed.
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  Data: As Provided
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  Data: 2017
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  Data: EJ1151764
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 789
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Teacher Attitudes
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Verbal Ability
        Type: general
      – SubjectFull: Factor Analysis
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Factor Structure
        Type: general
      – SubjectFull: Componential Analysis
        Type: general
      – SubjectFull: Goodness of Fit
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      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Turkey
        Type: general
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      – TitleFull: Classroom Teacher Candidates' Perceptions of Teacher Self-Efficacy in Developing Students' Reading, Writing and Verbal Skills: Scale Development Study
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