Development and Validation of an Instrument to Measure Secondary Teachers' Self-Efficacy in Reading Instruction (STERI) Across the Content Areas

• In Event: 69.058 - Poster Session 16
  In Poster Session: 69.058-7 - Understanding Instruction, Learning, and Motivation in Literacy

Abstract

The purpose was to develop and validate a scale to measure Secondary Teachers Sense of Efficacy for Reading Instruction (STERI) across the content areas. Following Bandura’s (1977) conception of self-efficacy, items were written around three hypothesized factors (Using Content-Area Reading Strategy Instruction, Motivating Students to Read, and Teaching Struggling Readers).
Using expert review (n = 10) and cognitive interviews (n = 12) all items were revised and Exploratory Factor Analyses (EFA) was conducted on the 31-item STERI. EFA revealed a three factor structure that accounted for 74.95% variance. Reliability established using Cronbach’s alpha (Factor 1, α = .96; Factor 2, α = .95; Factor 3, α = .95; Overall, α = .98). Convergent/discriminant validity was established through correlational/Analysis of Variance.

Author

• Erin Marie Ramirez, California State University - Monterey Bay