Uncovering the Factor Structure of the English Language Learner Education Self-Efficacy Scale: A Preliminary Development

• In Event: Roundtable Session 46
  In Roundtable Session: Topics on English Language Learners

Abstract

This study attempted to develop a scale to measure mainstream pre-service teachers’ self-efficacy in teaching English Language Learners (ELLs). The scale was grounded in Bandura’s self-efficacy theory and extensive literature on teacher efficacy and ELL education. Data from 163 pre-service teachers in six northeastern universities were collected. Exploratory factor analysis results suggested a 46-item, two-factor solution: (a) linguistically responsive teaching efficacy and (b) sociocultural efficacy. The two factors explained about 70% of the total variance. The development of the scale was a step forward in understanding the underlying structure of the ELL education self-efficacy. The study results also provided educators and policy makers with insights on how to improve teacher education to prepare all pre-service teachers in working with ELLs.

Authors

• Yao Fu, Indiana University of Pennsylvania

• Susan M Sibert, Indiana University

• Jiaxi Wang, Bowling Green State University