Measuring Efficacy Sources: Development and Validation of the Sources of Teacher Efficacy Questionnaire (STEQ) for Chinese Teachers

Autor/inn/en	Hoi, Cathy Ka Weng; Zhou, Mingming; Teo, Timothy; Nie, Youyan
Titel	Measuring Efficacy Sources: Development and Validation of the Sources of Teacher Efficacy Questionnaire (STEQ) for Chinese Teachers
Quelle	In: Psychology in the Schools, 54 (2017) 7, S.756-769 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22025
Schlagwörter	Questionnaires; Teacher Effectiveness; Self Efficacy; Elementary School Teachers; Learning Processes; Correlation; Foreign Countries; Validity; Principals; Teacher Administrator Relationship; Macau + Suchen Sie Ihr Suchwort? Fragebogen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Learning process; Lernprozess; Korrelation; Ausland; Gültigkeit; Principal; Schulleiter
Abstract	The aim of the current study is to develop and validate an instrument to measure the four sources of teacher efficacy among Chinese primary school teachers. A 26-item Sources of Teacher Efficacy Questionnaire (STEQ) was proposed with four subscales: mastery experience, vicarious experience, social persuasion, and physiological arousal. The results supported the hypothesized four-factor structure of the STEQ. Scores from all the four factors of the STEQ had strong significant correlations with the Teachers' Sense of Efficacy Scale (TSES), which showed the criterion-related validity of the STEQ. Further, scores of all four sources significantly predicted teacher efficacy scores, among which social persuasion was the strongest predictor. This study contributes to the self-efficacy literature by providing researchers with an instrument for examining the various facets of teacher efficacy. The findings can inform school principals and teacher educators, enabling them to facilitate a school culture and teaching environment that cultivates a greater sense of teacher efficacy and, in turn, better teaching performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01