How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. (April 2018)

• Record Type: Journal Article
• Authors: De Smul, Mona; Heirweg, Sofie; Van Keer, Hilde; Devos, Geert; Vandevelde, Sabrina
• Is Part Of: Teaching and teacher education. Volume 71(2018)
• Page Start: 214
• Page End: 225
• Publication Date: 2018-04
• Subjects: Teacher self-efficacy -- Self-efficacy -- Self-regulated learning -- Measurement -- Factor analysis; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2018.01.001
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: 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. Highlights: 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.