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ERIC Number: EJ1452958
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2148-9955
Developing a Questionnaire to Assess Self-Efficacy in the Teaching Profession
Katsuyuki Yamasaki; Kanako Uchida
International Journal of Research in Education and Science, v10 n4 p736-748 2024
In Japan, school teachers experience mental health issues, leading to absences or leave from their duties. While extended working hours significantly contribute to this problem, diminished self-esteem has emerged as the primary causal factor. Reduced self-esteem is frequently correlated with diminished self-efficacy across multiple facets of teaching. Consequently, fostering self-efficacy in the teaching profession is essential for preventing health-related problems. In this regard, early intervention among students aspiring to become school teachers is crucial for prevention. This study aimed to develop a self-efficacy questionnaire tailored for students pursuing teaching careers, as effective preventive interventions require scales to evaluate self-efficacy. Following the development of an original questionnaire with both content and face validity, a web-based survey was administered to the participants via a Japanese survey company. The analysis included 422 participants (176 males and 246 females). Exploratory and confirmatory factor analyses confirmed factorial validity, identifying three distinct factors: collaboration with others, student guidance, and classroom and teaching management. Additionally, a higher-order factor denoting global self-efficacy in the profession emerged from the total scores of these three factors. Internal consistency was observed across all subscales and the global scale, with scores demonstrating an undistorted distribution, indicative of a normal distribution. The study concludes with a discussion of its limitations and suggestions for future research. This questionnaire could facilitate the implementation of diverse interventions aimed at promoting teachers' well-being and adaptability. [Note: The page range (736-749) shown on the PDF is incorrect. The correct page range is 736-748.]
International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A