Project guidance self-efficacy scale: Validity and reliability study

Abstract

Self-Efficacy scale for teachers. The items of the scale were prepared as a result of examining the literature on self-efficacy and project-making. In the first stage, the scale, which contains 40 items, was applied to a total of 578 teachers working in different branches in 7 geographical regions of Türkiye. The collected data were used to perform exploratory factor analysis (N=199) and confirmatory factor analysis (N=379). As a result of the exploratory factor analysis, it was determined that the scale, which was reduced to 19 items, had a 3-factor structure (project topic selection guidance, project implementation guidance, and project reporting guidance). The confirmatory factor analysis showed a good fit of the 19-item three-factor structure. The results revealed Cronbach's Alpha coefficient (α=.96) and McDonald's Omega (ω=.96) in the exploratory factor analysis data set, indicating a good internal consistency for the overall scale; and Cronbach's Alpha coefficient (α=.95.) and McDonald's Omega (ω=.95) in the confirmatory factor analysis data set, reflecting an excellent internal consistency. The results of the study show that the developed project guidance self-efficacy scale has good psychometric properties and reliability to measure teachers' self-efficacy for project guidance.

Keywords

• Project-based learning
• Self-efficacy
• Scale development
• Teacher self-efficacy

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