On the measurement of preservice teacher commitment: Examining the relationship between four operational definitions and self-efficacy beliefs

Using a sample of 287 preservice teachers from a large Midwestern university in the United States, this study examined the predictive relationships between four unique measures of commitment and a commonly used measure of teacher self-efficacy, as frequently employed in teacher commitment research. Differential response patterns and predictive relationships were examined with multiple-group structural equation models to compare results of decisions about instrumentation. Results suggest that while there were no differential response patterns to the instruments, the predictive relationships significantly differed as a function of group identification. Suggestions for measuring and interpreting the relationships shared with commitment are further discussed.