Development and Validation Study of the Preschool Teaching Efficacy Belief Instrument

• In Event: Teaching Practices and Professional Development

Abstract

Teaching self-efficacy is an important factor for classroom practices and student outcomes, yet no measure of preschool teacher self-efficacy exists across science, mathematics, literacy, and nutrition. The Preschool Teaching Efficacy Belief Instrument (P-TEBI) was developed to measure teaching efficacy across all four content areas in a preschool context. Validity evidences were evaluated using a design-based research approach. Rasch psychometric results for the PTOEB and PPTEB yielded multiple validity evidences supporting using the P-TEBI for measuring preschool teaching self-efficacy. P-TEBI survey sections functioned as unidimensional measures as supported by the internal structure validity evidence. A four-point scale functioned effectively across subscales providing response processes validity evidence. Significant positive correlations were found between PTOEB and PPTEB in alignment with Bandura’s self-efficacy theory.

Authors

• Kristin L.K. Koskey, Drexel University

• Toni A. May, Binghamton University - SUNY

• Kathleen Provinzano, Binghamton University - SUNY

• Jacqueline Genovesi, Drexel University

• Jennifer Jovanovic, Growing Great