Factorial Validation of Teachers’ Self-Efficacy Scale using Pre-Service Teachers: Implications for Teacher Education Curriculum

Catherine U. Ene, Christian S. Ugwuanyi, Chinedu I.O. Okeke, Boniface G. Nworgu, Agnes O. Okeke, John J. Agah, Basil C. Oguguo, Francis E. Ikeh, Kenneth O. Eze, Felicia C. Ugwu, Oluchi Janehilda Agugoesi, Ekwutosi M. Nnadi, Uche N. Eze, Dominic U. Ngwoke and Uchechukwu H. Ekwueme

International Journal of Higher Education, 2021, vol. 10, issue 1, 113

Abstract: Teachers’ beliefs in their ability to effectively handle the tasks that are related to their professional activity are an issue of concern for pre-service teachers. Many of them have low self-efficacy which can affect their output in future, and this can influence important academic outcomes on learners. The main purpose of this study was to factorially validate teachers’ self-efficacy scale (TSES) using pre-service teachers in public colleges of Education in Enugu State. A sample of 218 year three students in the schools of sciences and social sciences was drawn from a population of 2,127 students of public colleges of Education in Enugu State. Simple random sampling technique was used to draw two schools from the five schools in each of the colleges. Accidental sampling was used to draw the participants. The study adapted the teacher self-efficacy scale developed by Ma, Trevethan and Lu (2019). The instrument was construct validated using factor analysis while the internal consistency and stability reliability indices were estimated using Cronbach alpha method and Pearson correlation. The exploratory and confirmatory factors analyses were done using principal component matrix with Varimax rotation, while data model fit was tested using root mean square error of approximation (RMSEA) and confirmatory factor index (CFI). Statistical Package for Social Sciences (SPSS) and Analysis of a Moment Structures (AMOS) software were used to conduct the statistical analysis. The results showed that the scale was found to be valid and reliable and as well demonstrated a good model fit (RMSEA = .043, CFI = .943). The study has implication for teacher education training institutions in that the scale can be used as an effective instrument for determining the teaching self-efficacy of the pre-service teachers. Thus, it was recommended that various higher institutions for teacher education should make effective use of TSES in ascertaining the teaching self-efficacy of the pre-service teachers, especially during teaching practice exercises.

Date: 2021
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