Considering students in teachers' self-efficacy: Examination of a scale for student-oriented teaching

This study examines a teacher self-efficacy instrument that includes classroom practices identified in relation to students' intrinsic motivation and self-regulation, referred to broadly as teachers' self-efficacy for student-oriented teaching (SE-SOT). Survey data from 194 in-service K-12 teachers were used in an exploratory factor analysis using principal axis factoring, which indicated a one-factor solution. Additional analysis provided evidence of convergent and discriminant validity using correlations to existing measures of teacher self-efficacy, and teachers' mastery, work avoidance and relational teaching goals. Finally, a one-way ANOVA revealed statistically significant differences based on years of teaching experience. Theoretical implications for teacher self-efficacy are discussed.