Teachers’ Sense of Efficacy Scale

Teachers’ Sense of Efficacy Scale
Long form
Directions: This questionnaire is designed to help us gain a better understanding of the kinds of things that cr‎eate difficulties for teachers in their school activities. Please indicate your opinion about each of the statements below. Your answers are confidential.
1=nothing    3=very little    5=some influence    7= quite A bit    9= A great Deal
1. How much can you do to get through to the most difficult students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
2. How much can you do to help your students think critically? (1) (2) (3) (4) (5) (6) (7) (8) (9)
3. How much can you do to control disruptive behavior in the classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
4. How much can you do to motivate students who show low interest in school work? (1) (2) (3) (4) (5) (6) (7) (8) (9)
5. To what extent can you make your expectations clear about student behavior? (1) (2) (3) (4) (5) (6) (7) (8) (9)
6. How much can you do to get students to believe they can do well in school work? (1) (2) (3) (4) (5) (6) (7) (8) (9)
7. How well can you respond to difficult questions from your students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
8. How well can you establish routines to keep activities running smoothly? (1) (2) (3) (4) (5) (6) (7) (8) (9)
9. How much can you do to help your students' value learning? (1) (2) (3) (4) (5) (6) (7) (8) (9)
10. How much can you gauge student comprehension of what you have taught? (1) (2) (3) (4) (5) (6) (7) (8) (9)
11. To what extent can you craft good questions for your students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
12. How much can you do to foster student creativity? (1) (2) (3) (4) (5) (6) (7) (8) (9)
13. How much can you do to get children to follow classroom rules? (1) (2) (3) (4) (5) (6) (7) (8) (9)
14. How much can you do to improve the understanding of a student who is failing? (1) (2) (3) (4) (5) (6) (7) (8) (9)
15. How much can you do to calm a student who is disruptive or noisy? (1) (2) (3) (4) (5) (6) (7) (8) (9)
16. How well can you establish a classroom management system with each group of students?
(1) (2) (3) (4) (5) (6) (7) (8) (9)
17. How much can you do to adjust your lessons to the proper level for individual students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
18. How much can you use a variety of assessment strategies? (1) (2) (3) (4) (5) (6) (7) (8) (9)
19. How well can you keep a few problem students form ruining an entire lesson? (1) (2) (3) (4) (5) (6) (7) (8) (9)
20. To what extent can you provide an alternative explanation or example when students are confused? (1) (2) (3) (4) (5) (6) (7) (8) (9)
21. How well can you respond to defiant students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
22. How much can you assist families in helping their children do well in school? (1) (2) (3) (4) (5) (6) (7) (8) (9)
23. How well can you implement alternative strategies in your classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
24. How well can you provide appropriate challenges for very capable students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
Teachers’ Sense of Efficacy Scale(short form)
1. How much can you do to control disruptive behavior in the classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
2. How much can you do to motivate students who show low interest in school work? (1) (2) (3) (4) (5) (6) (7) (8) (9)
3. How much can you do to get students to believe they can do well in school work? (1) (2) (3) (4) (5) (6) (7) (8) (9)
4. How much can you do to help your students value learning? (1) (2) (3) (4) (5) (6) (7) (8) (9)
5. To what extent can you craft good questions for your students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
6. How much can you do to get children to follow classroom rules? (1) (2) (3) (4) (5) (6) (7) (8) (9)
7. How much can you do to calm a student who is disruptive or noisy? (1) (2) (3) (4) (5) (6) (7) (8) (9)
8. How well can you establish a classroom management system with each group of students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
9. How much can you use a variety of assessment strategies? (1) (2) (3) (4) (5) (6) (7) (8) (9)
10. To what extent can you provide an alternative explanation or example when students are confused? (1) (2) (3) (4) (5) (6) (7) (8) (9)
11. How much can you assist families in helping their children do well in school? (1) (2) (3) (4) (5) (6) (7) (8) (9)
12. How well can you implement alternative strategies in your classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9
Developers: Megan Tschannen-Moran‚ College of William and Mary Anita Woolfolk Hoy‚ the Ohio State University.
Construct Validity
For information the construct validity of the Teachers’ Sense of Teacher efficacy Scale‚ see:
Tschannen-Moran‚ M.‚ & Woolfolk Hoy‚ A. (2001). Teacher efficacy: Capturing and
elusive construct. Teaching and Teacher Education‚ 17‚ 783-805.
Reliabilities
In Tschannen-Moran‚ M.‚ & Woolfolk Hoy‚ A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education‚ 17‚ 783-805‚ the following were found:

Long Form
Short Form
Mean
SD
alpha
Mean
SD
alpha
OSTES
7.1
.94
.94
7.1
.98
.90
Engagement
7.3
1.1
.87
7.2
1.2
.81
Instruction
7.3
1.1
.91
7.3
1.2
.86
Management
6.7
1.1
.90
6.7
1.2
.86

1 Because this instrument was developed at the Ohio State University‚ it is sometimes referred to as the Ohio State Teacher Efficacy Scale. We prefer the name‚ Teachers’ Sense of Efficacy Scale.

استخدام روانشناس و مشاور در تهران
جستجوی روانشناس و مشاور نزدیک شما
مشاوره رایگان ندای مهر