How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

• Published in: Teaching and teacher education Vol. 71; pp. 214 - 225
• Main Authors: De Smul, Mona, Heirweg, Sofie, Van Keer, Hilde, Devos, Geert, Vandevelde, Sabrina
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.04.2018
• Subjects: Factor analysis; Measurement; Self-efficacy; Self-regulated learning; Teacher self-efficacy; Measurement; Self-regulated learning; Factor analysis; Teacher self-efficacy; Self-efficacy
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2018.01.001

This study describes the development of a self-report instrument: the Teacher Self-Efficacy Scale to implement Self-Regulated Learning (TSES-SRL). The TSES-SRL assesses teachers' perceived ability of implementing SRL as a specific instructional domain. The process of the item and scale development is presented. Exploratory factor analysis suggests a four-factor structure. Next, confirmatory factor analysis was performed and goodness of fit estimates were calculated, indicating an acceptable fit. Further, comparing the TSES-SRL to The Ohio State Teacher Efficacy Scale reveals the domain-specificity of the instrument. Overall, the TSES-SRL is considered a useful instrument to measure teachers' feelings of competence regarding SRL implementation. •The scale development of an SRL teacher-efficacy scale (TSES-SRL) is reported.•The TSES-SRL has an acceptable fit and can be used in further research on SRL.•Teaching SRL is considered a distinct domain of functioning in classroom practice.•Teachers feel more uncertain instructing SRL than more general classroom practices.