Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374738 | Teaching and Teacher Education | 2008 | 16 Pages |
Abstract
This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n=2373 K-6 teachers) using the TEBS-Self.
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Social Sciences and Humanities
Social Sciences
Education
Authors
Amy B. Dellinger, Jacquline J. Bobbett, Dianne F. Olivier, Chad D. Ellett,