@2025 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(3):171-177
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(3):171-177
Validation of Teachers’ Self-Efficacy Questionnaire in Regard to the Teaching of Sciences Course as Inquiry
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Shirbagi N. (1)Rezaei K. (2)
Zandi K. (*)
(*) Education Department, Literature and Humanities Faculty, Bu-Ali Sina University, Hamedan, Iran
(1) Education Department, Humanities and Social Sciences Faculty, University of Kurdistan, Sanandaj, Iran
(2) Education Department, Humanities Faculty, Shahr-e-rey Branch, Payam-e-Noor University, Tehran, Iran
Correspondence
Address: Site of Phd Students, Literature and Humanities Faculty, Bu-Ali Sina University, Shahid Mostafa Ahmadi Roshan Street, Hamedan, Iran. Postal Code: 6517838695Phone: +988733787082
Fax: +988733787082
zandikhalil@yahoo.com
Article History
Received: May 23, 2015Accepted: August 1, 2015
ePublished: August 10, 2015
ABSTRACT
Aims
Experimental Sciences course can have a significant role in improving the thinking and problem solving skills among students. So having teachers with high feeling of self-efficacy in teaching science using new methods is very important. The purpose of this study was to validate the questionnaire of teachers’ self-efficacy regarding the teaching of sciences as inquiry.
Instrument & Methods This descriptive-survey cross-sectional study was conducted in 2014. 303 primary school teachers of sciences in Sanandaj City, Iran, were selected through random cluster sampling method. The research instrument was the questionnaire of teachers’ self-efficacy regarding the teaching of sciences as an inquiry (Dira-Smolleck). Confirmatory factor analysis was used to investigate the construct validity, Cronbach's alpha coefficient and split-half technique through Spearman correlation coefficient were used to determine the reliability of the questionnaire. In order to assess the self-efficacy of teachers, one-sample T test was used.
Findings The factorial structure of teachers’ self-efficacy questionnaire in regard to the teaching of sciences as inquiry consisted of 34 items and five dimensions of self-efficacy in learner’s engagement with scientifically oriented questions; learner gives priority to evidence in responding to questions; learner formulates explanations from evidence; learner connects explanations to scientific knowledge; learner communicates and justifies explanations was confirmed. The reliability of questionnaire was also confirmed as a whole and in terms of five dimensions. Teachers’ self-efficacy in regard to the teaching of sciences as inquiry was at an average level.
Conclusion The questionnaire of teachers’ self-efficacy regarding the teaching of sciences as inquiry is operational in Iran.
Instrument & Methods This descriptive-survey cross-sectional study was conducted in 2014. 303 primary school teachers of sciences in Sanandaj City, Iran, were selected through random cluster sampling method. The research instrument was the questionnaire of teachers’ self-efficacy regarding the teaching of sciences as an inquiry (Dira-Smolleck). Confirmatory factor analysis was used to investigate the construct validity, Cronbach's alpha coefficient and split-half technique through Spearman correlation coefficient were used to determine the reliability of the questionnaire. In order to assess the self-efficacy of teachers, one-sample T test was used.
Findings The factorial structure of teachers’ self-efficacy questionnaire in regard to the teaching of sciences as inquiry consisted of 34 items and five dimensions of self-efficacy in learner’s engagement with scientifically oriented questions; learner gives priority to evidence in responding to questions; learner formulates explanations from evidence; learner connects explanations to scientific knowledge; learner communicates and justifies explanations was confirmed. The reliability of questionnaire was also confirmed as a whole and in terms of five dimensions. Teachers’ self-efficacy in regard to the teaching of sciences as inquiry was at an average level.
Conclusion The questionnaire of teachers’ self-efficacy regarding the teaching of sciences as inquiry is operational in Iran.
CITATION LINKS
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[17]Ghalaei B, Kadivar P, Sarami Gh, Esfandiari M. Assessment of teachers’ self-efficacy beliefs model as determinant of their job satisfaction and students’ academic achievement. Res Curric Plan. 2012;9(5):95-107. [Persian]
[18]Wolters CA, Daugherty SG. Goal structures and teacher s sense of efficacy: Their relation and association to teaching experience and academic level. J Educ Psychol. 2007;(99):181-93.
[19]Chen W. The structure of secondary school teacher job satisfaction and its relationship with attrition and work enthusiasm. Chine Educ Soc. 2007;40(5):17-31.
[20]Caprara GV, Barbaranelli C, Borgogni L, Petitta L, Rubinacci A. Teachers’, school staff’s and parents’ efficacy beliefs as determinants of attitudes toward school. Euro J Psychol Educ. 2003;18(1):15-31.
[21]Ross JA. Teacher efficacy and the effect of coaching on student motivation. Can J Educ. 1992;17(1):51-65.
[22]Pirkamali MA, Momeni Mahmuei H, Pakdaman M. Review of the relationship between self-efficacy of science teachers on motivation, attitude and academic achievement of fifth grade elementary school students. Res Curric Plan. 2013;2(10):123-35. [Persian]
[23]Chan D. Teacher self-efficacy and successful sntelligence among Chinese secondary school seachers in Hong Kong. Educa Psychol. 2008;28(7):735–46.
[24]Karimzadeh Shirazi M, Razavieh A, Kave MH. The relationship between quality of life (QOL) and self-efficacy (SE) of the teachers from Shahrekord. J Shahrekord Uni Med Sci. 2008;10(1):28-35. [Persian]
[25]Zahed A, Namvar Y, Nobakht Sh. The relationship between job satisfaction and self-city school teachers in the academic year 2009-10 Meshkinshahr. Learn Eval (Educ). 2009;2(8):107-28. [Persian]
[2]Strong RW, Silver HF, Perini MJ. Teaching what matters most: Standard and strategies for raising student's achievement. New York: ASCD Pub; 2004.
[3]De Koning E, Hamers JHM, Sijtsma K, Vermeer A. Teaching inductive reasoning in primary education. Dev Rev. 2002;(22):211-41.
[4]Amini D, Afrooz Gh, Ahadi H, Sharifi Daramadi P, Hooman HA. Compare the effect of strategic thinking, inductive and traditional education methods on student achievement mental retarded students in science class fifth grade in Hamedan. Psychol Except Individ. 2001;1(2):1-19. [Persian]
[5]Harlen W. Effective teaching of science: A review of research. Edinburgh: Scottish Council for Research in Education; 1999.
[6]Ostadhasanloo H, Faraji Khiyavi Z, Shokrollahi R. Analyze the content the fourth and fifth of sciences book based on educational goals of Merrill. Res Curric Plan. 2012;9(6):117-30. [Persian]
[7]Dra-Smolleck L. The development and validation of an instrument to measure preservice teachers’ self-efficacy in regard to the teaching of science as inquiry [Dissertation]. Pennsylvania: The Pennsylvania State University; 2004.
[8]Abdullahi B. The role of self-efficacy in empowerment. Scientific J Train Management (Tadbir). 2006;17(168):35-40. [Persian]
[9]Zajacova A, Lynch SM, Espenshade TJ. Self-efficacy, stress, and academic success in college. J Res High Educ. 2005;46(6):677-706.
[10]Rajabi Gh, Shahny Yeylagh M, Shokrkon H, Haghighi G. The relationship between casual sex, previous math performance, perceived self-efficacy in mathematics resources, goal setting, self-efficacy in mathematics and further mathematics performance attribution style in the second year high school students in Ahwaz. J Educ Psychol. 2005;12(3):101-36. [Persian]
[11]Emamjomeh M. Relationship between emotional intelligence and academic self-efficacy and goal orientation in the humanities and engineering students at Tehran University [Dissertation]. Tehran University; 2007. [Persian]
[12]Kurt T, Duyar I, Calik T. Are we legitimate yet?: A closer look at the casual relationship mechanisms among principal leadership, teacher selfefficacy and collective efficacy. J Management Dev. 2011;31(1):71-86.
[13]Coutinho SA, Neuman G. A model of meta-cognition, achievement goal orientation, learning style and self-efficacy. J Learn Environ Res. 2008;11(2):131-51.
[14]Jaafari P, Ghourchian N, Behboodian J, Shahidi N. Developing a structural model for relationships among slf-efficacy, competencies and organizational commitment with teaching quality of faculty members. Q J Res Plan High Educ. 2012;18(2):61-82. [Persian]
[15]Dellinger AB, Bobbett JJ, Olivier DF, Ellett CD. Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teach Teach Educ. 2008; 24(3):751-766.
[16]Friedman IA, Kass E. Teacher self-efficacy: A classroom-organization conceptualization. Teach Teach Educ. 2002;18(6):675-86.
[17]Ghalaei B, Kadivar P, Sarami Gh, Esfandiari M. Assessment of teachers’ self-efficacy beliefs model as determinant of their job satisfaction and students’ academic achievement. Res Curric Plan. 2012;9(5):95-107. [Persian]
[18]Wolters CA, Daugherty SG. Goal structures and teacher s sense of efficacy: Their relation and association to teaching experience and academic level. J Educ Psychol. 2007;(99):181-93.
[19]Chen W. The structure of secondary school teacher job satisfaction and its relationship with attrition and work enthusiasm. Chine Educ Soc. 2007;40(5):17-31.
[20]Caprara GV, Barbaranelli C, Borgogni L, Petitta L, Rubinacci A. Teachers’, school staff’s and parents’ efficacy beliefs as determinants of attitudes toward school. Euro J Psychol Educ. 2003;18(1):15-31.
[21]Ross JA. Teacher efficacy and the effect of coaching on student motivation. Can J Educ. 1992;17(1):51-65.
[22]Pirkamali MA, Momeni Mahmuei H, Pakdaman M. Review of the relationship between self-efficacy of science teachers on motivation, attitude and academic achievement of fifth grade elementary school students. Res Curric Plan. 2013;2(10):123-35. [Persian]
[23]Chan D. Teacher self-efficacy and successful sntelligence among Chinese secondary school seachers in Hong Kong. Educa Psychol. 2008;28(7):735–46.
[24]Karimzadeh Shirazi M, Razavieh A, Kave MH. The relationship between quality of life (QOL) and self-efficacy (SE) of the teachers from Shahrekord. J Shahrekord Uni Med Sci. 2008;10(1):28-35. [Persian]
[25]Zahed A, Namvar Y, Nobakht Sh. The relationship between job satisfaction and self-city school teachers in the academic year 2009-10 Meshkinshahr. Learn Eval (Educ). 2009;2(8):107-28. [Persian]