Confirmation and Re-Validation of an Instrument to Measure Secondary Teachers' Self-Efficacy in Reading Instruction (STERI)

• In Event: Poster Session 2: Teaching Strategies for Early/Elementary Readers and Writers

Abstract

The purpose of this study is to extend a previous study in which a new measure for teacher Sense of Efficacy for Reading Instruction (STERI) was created. The initial study followed Bandura’s (1977) conception of self-efficacy, items were written around three hypothesized dimensions: Using Content-Area Reading Strategy Instruction, Motivating Students to Read, and Teaching Struggling Readers. A Confirmatory Factor Analysis revealed fit indexes with significant chi-square: 2 (165) = 408.82, p < .001. Further, fit indexes suggested a good fit: CFI =.95, SRMSR= .04, RMSEA=.08, 90% CI [.073, .093]. Statistically significant loadings ranged from .78 to .92. These results suggest that the proposed three-factor structure of the STERI was supported using the data from this independent sample.

Authors

• Erin Marie Ramirez, California State University - Monterey Bay

• Angela D. Miller, George Mason University

• Michelle M. Buehl, George Mason University