Measuring Student Teachers' Self-Efficacy Beliefs About Parent-Teacher Conference Communication: Scale Construction and Validation

• In Event: 43.048 - Family and Community Engagement as the Work of Teacher Preparation

Abstract

This paper describes the development of a theory-driven self-reported survey assessment that measures distinct aspects of student teachers’ self-efficacy for parent-teacher conference communication. An exploratory factor analysis (n=266) suggested a two-factor structure comprised by self-efficacy for (1) structuring parent-teacher conferences (α=.92) and (2) responding to individual families’ attributes (α=.87). Confirmatory factor analysis with a second sample (n=315) indicated a good fit between the hypothesized two-factor model and the observed data. Consistent with the literature, participants reported high self-efficacy levels. However, self-efficacy for structuring parent-teacher conferences (M=6.7, SD=1.02, range 0-10) was significantly lower than self-efficacy for responsiveness (M=7.57, SD=1.04; difference, -.83, t[581]=-21.32, p < .01). Implications for research and practice are discussed.

Authors

• Karen De Coninck, Ghent University

• Joan M.T. Walker, Pace University

• Benjamin H. Dotger, Syracuse University

• Ruben Vanderlinde, Ghent University