Using the theory of planned behaviour to develop a questionnaire on teachers' beliefs about teaching cancer education

This study explored methodological challenges related to eliciting and assessing teachers' beliefs about teaching cancer education. We aimed to develop reliable belief scales, a methodological innovation in the context of the theory of planned behaviour (TPB), as single belief items are typically used as predictors for direct measures. The expectancy-value product proved useful for identifying categories of teachers' beliefs about cancer education. Six reliable belief scales emerged, for example, control beliefs about external emotional and non-emotional inhibitors and internal facilitators. We also discuss methodological issues related to eliciting beliefs and forming reliable belief scales.