Early childhood teachers’ self-efficacy for supporting development scale
Author
Source
International Journal of Psycho-Educational Sciences
Issue
Vol. 2, Issue 1 (30 Apr. 2013), pp.114-125, 12 p.
Publisher
Publication Date
2013-04-30
Country of Publication
Syria
No. of Pages
12
Main Subjects
Abstract EN
Purpose of this study is to develop Early Childhood Teachers Self-Efficacy Beliefs for Supporting Children’s Development Scale (ECTSBSCDS).
The literature review provided an information base for the creation of scale items.
Thus, initially 122 items were created.
After experts review for content and discern validity 82 items left in the scale.
Twenty-six preschool and kindergarten teachers from four different kindergartens in Erzurum and 156 preservice early childhood education teachers responded to the self-efficacy questionnaire.
A series of factor analyses were applied after the data collection to extract factors.
After the explanatory factor analysis 38 items were left in the scale.
An analysis of the entire scale revealed a reliability score of 0.96.
Findings revealed that the ECTSBSCDS is a valid and reliable instrument.
American Psychological Association (APA)
Kotaman, Husayn. 2013. Early childhood teachers’ self-efficacy for supporting development scale. International Journal of Psycho-Educational Sciences،Vol. 2, no. 1, pp.114-125.
https://search.emarefa.net/detail/BIM-772864
Modern Language Association (MLA)
Kotaman, Husayn. Early childhood teachers’ self-efficacy for supporting development scale. International Journal of Psycho-Educational Sciences Vol. 2, no. 1 (Apr. 2013), pp.114-125.
https://search.emarefa.net/detail/BIM-772864
American Medical Association (AMA)
Kotaman, Husayn. Early childhood teachers’ self-efficacy for supporting development scale. International Journal of Psycho-Educational Sciences. 2013. Vol. 2, no. 1, pp.114-125.
https://search.emarefa.net/detail/BIM-772864
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 123-125
Record ID
BIM-772864