Phychometric properties of the turkish adaptation of the mathematics teacher efficacy belief instrument for in-service teachers

• Bulent Cetinkaya ^[1] ; Ayhan Kursat Erbas ^[1]
  1. [1] Middle East Technical University

     Middle East Technical University

     Turquía

     
• Localización: The Spanish Journal of Psychology, ISSN 1138-7416, Vol. 14, Nº. 2, 2011, págs. 956-966
• Idioma: inglés
• DOI: 10.5209/rev_sjop.2011.v14.n2.41
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    En décadas recientes, las creencias sobre la eficiencia de la enseñanza han atraido la atención de los investigadores debido a su cercana relación y potencial impacto en la implementación de nuevas ideas y estrategias de educación. En el presente studio hemos explorado las propiedades psicométricas y la validez de constructo de la adaptación turca del Instrumento de Creencias de la Eficacia del Profesor de Matemáticas desarrollado por Enochs, Smith, & Huinker (2000) para profesores de matemáticas en activo. El instrumento distingue entre dos dimenciones de creencias de eficacia para profesores de matemáticas: eficacia personal en la enseñanza de las matemáticas y resultados de las expectativas en la enseñanza de las matemáticas. La muestra consistió en 1355 profesores de matemáticas de educación elemental y de escuela media en activo de 368 escuelas. Los analisis exploratorios y los analisis de factor confirmatorio revelaron una estructura de dos factores similar a la encontrada en otros estudios. Asímismo, los datos de las dos subescalas tuvieron valores de consistencia interna aceptables.

  • English

    Teaching efficacy beliefs have attracted researchers' attention in recent decades because of its close association with and potential impact on the implementation of new ideas and skills in education. In the present study, we have explored the psychometric properties and construct validity of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument developed by Enochs, Smith, & Huinker (2000) for in-service mathematics teachers. The instrument distinguishes between two dimensions of efficacy beliefs for mathematics teachers: personal mathematics teaching efficacy and mathematics teaching outcome expectancy. The sample consisted of 1355 in-service elementary school teachers and middle school mathematics teachers from 368 schools. Exploratory and confirmatory factor analysis revealed a two-factor structure similar to that found in other studies. Also, scores from the two subscales indicated acceptable internal consistency.

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