Validation of an Instrument for Assessing Engineering Teaching Efficacy Beliefs: Rasch and Confirmatory Factor Analyses

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division C - Learning and Instruction Virtual Poster Session

Abstract

A special emphasis was placed on incorporating engineering into the science standards (NGSS Lead Standards, 2013). However, we know little about how teachers are implementing the engineering standards since pre-college engineering education is still in the nascent stages of research. As a reliable indicator of teachers' instructional quality, the self-efficacy construct may provide insight into teachers' instructional decisions and practices. In that regard, we developed and validated an engineering teaching efficacy beliefs instrument (ETEBI) to assess elementary teachers' engineering teaching efficacy. To determine the validity of the instrument, Rasch and Confirmatory Factor Analyses were performed based on the data obtained from 590 elementary teachers. Based on the analyses, the ETEBI was found to be a reliable and valid instrument.

Authors

• Ezgi Yesilyurt, Weber State University
  Presenting Author

• Erdogan Kaya, George Mason University
  Presenting Author

• Hasan Deniz, University of Nevada - Las Vegas
  Presenting Author