How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning
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 developm...
Saved in:
Published in | Teaching and teacher education Vol. 71; pp. 214 - 225 |
---|---|
Main Authors | , , , , |
Format | Journal Article |
Language | English |
Published |
Elsevier Ltd
01.04.2018
|
Subjects | |
Online Access | Get full text |
Cover
Loading…
Summary: | 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. |
---|---|
ISSN: | 0742-051X 1879-2480 |
DOI: | 10.1016/j.tate.2018.01.001 |