Development and validation of in-service teachers' self-efficacy beliefs in the context of Pakistan

摘要

This study explains the development and validation of a questionnaire instrument to measure the self-efficacy beliefs of 180 in-service schoolteachers in Pakistan. Four dimensions of teacher self-efficacy were identified in the Pakistani context: classroom management, persistent behaviour, level of teacher anxiety and professional mastery. Validation of the four scales for the Pakistani teachers was achieved by obtaining unidimensional factors. Cronbach alpha reliabilities varied from 0.85 to 0.71. Subsequent breakdowns of scale scores show significant differences between teachers in government/private schools, their professional qualifications and whether they are in permanent or temporary employment. Intercorrelation of the four factors supports the applicability of Bandura's teacher efficacy model to teachers in Pakistan.