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

By Cetinkaya, Bulent; Erbas, Ayhan Kursat | The Spanish Journal of Psychology, July 1, 2011 | Go to article overview
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Psychometric Properties of the Turkish Adaptation of the Mathematics Teacher Efficacy Belief Instrument for In-Service Teachers


Cetinkaya, Bulent, Erbas, Ayhan Kursat, The Spanish Journal of Psychology


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.

Keywords: self-efficacy, mathematics education, teachers, exploratory factor analysis, confirmatory factor analysis.

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.

Palabras clave: auto eficacia, educación en matemáticas, profesores, analisis factorial exploratorio, analisis factorial confirmatorio.

The assessment of teaching efficacy beliefs has become an important concern for researchers because of its critical role on various educational outcomes, particularly on the adaptation of educational innovations (De Mesquita & Drake, 1994, Ghaith & Yaghi, 1997; Guskey & Passaro, 1994; Tschannen-Moran, Hoy, & Hoy, 1998). Research studies reveal that teachers with high teaching efficacy beliefs tend to be flexible in their teaching approaches, open to new ideas and skills, and inclined to change their teaching practices by adopting new educational ideas (Czerniak & Lumpe, 1996; Enochs & Riggs, 1990; Ghaith & Yaghi, 1997; Guskey, 1988). Although several models and instruments have been developed to measure teaching efficacy beliefs, there is a need for cross-culturally validated teaching efficacy belief scales (Brouwers, Tomic, & Stijnen, 2002; Henson, Kogan, & Vacha-Haase, 2001). The primary focus of this study was to contribute to the work on factor structure and psychometric properties of the Mathematics Teaching Efficacy Belief Instrument (MTEBI, Enochs, Smith, & Huinker, 2000) by translating it into Turkish and evaluating its factor structure and reliability through in-service elementary and middle school mathematics teachers in a Turkish sample. The secondary purpose of this study was to examine how the mathematics teachers' teaching experience, gender, and grade-level taught interacted with mathematics teaching efficacy beliefs. The MTEBI was selected for this study because of three reasons. The first reason is that this scale specifically focuses on mathematics teaching efficacy.

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