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

Published online by Cambridge University Press:  10 January 2013

Bulent Cetinkaya  and
Ayhan Kursat Erbas
Bulent Cetinkaya
Affiliation:
Middle East Technical University (Turkey)
Ayhan Kursat Erbas*
Affiliation:
Middle East Technical University (Turkey)
*
Correspondence concerning this article should be addressed to Ayhan Kursat Erbas. Department of Secondary Science and Mathematics Education. Middle East Technical University. 06800 Ankara. (Turkey). Phone: +90-312-2103652. Fax: +90-312-2107971. E-mail: erbas@metu.edu.tr
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Abstract

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.

En décadas recientes, las creencias sobre la eficiencia de la enseñanza han atraido la atención de los investigadores debido a su cercana relación y potencial impacto en la implementación de nuevas ideas y estrategias de educación. En el presente studio hemos explorado las propiedades psicométricas y la validez de constructo de la adaptación turca del Instrumento de Creencias de la Eficacia del Profesor de Matemáticas desarrollado por Enochs, Smith, & Huinker (2000) para profesores de matemáticas en activo. El instrumento distingue entre dos dimenciones de creencias de eficacia para profesores de matemáticas: eficacia personal en la enseñanza de las matemáticas y resultados de las expectativas en la enseñanza de las matemáticas. La muestra consistió en 1355 profesores de matemáticas de educación elemental y de escuela media en activo de 368 escuelas. Los analisis exploratorios y los analisis de factor confirmatorio revelaron una estructura de dos factores similar a la encontrada en otros estudios. Asímismo, los datos de las dos subescalas tuvieron valores de consistencia interna aceptables.

Keywords

self-efficacymathematics educationteachersexploratory factor analysisconfirmatory factor analysisauto eficaciaeducación en matemáticasprofesoresanalisis factorial exploratorioanalisis factorial confirmatorio
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 14 , Issue 2 , November 2011 , pp. 956 - 966
Copyright
Copyright © Cambridge University Press 2011

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