Abstract
This study examined the structure of a construct generally labeled teacher efficacy. A sample of 342 prospective and experienced teachers was administered an efficacy questionnaire adapted from the research of Gibson and Dembo (1984) . Factor analytic procedures with varimax rotation were used to generate a two-factor solution that accounted for 32 % of the variance in scale scores. Contrary to previous research, these factors corresponded not to a personal versus teaching efficacy distinction, but instead to a simpler internal versus external distinction, similar to locus-of-control measures of causal attribution. Implications of these findings for past and future research involving this construct are discussed.
Keywords
Varimax rotationPsychologyConstruct (python library)Locus of controlConstruct validityVariance (accounting)AttributionSelf-efficacySocial psychologyScale (ratio)Sample (material)Test validityPsychometricsDevelopmental psychologyCronbach's alphaComputer science
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Publication Info
- Year
- 1994
- Type
- article
- Volume
- 31
- Issue
- 3
- Pages
- 627-643
- Citations
- 818
- Access
- Closed
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Cite This
Thomas R. Guskey,
Perry D. Passaro
(1994).
Teacher Efficacy: A Study of Construct Dimensions.
American Educational Research Journal
, 31
(3)
, 627-643.
https://doi.org/10.3102/00028312031003627
Identifiers
- DOI
- 10.3102/00028312031003627