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Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self
ARTICLE

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TATE Volume 24, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n=2373 K-6 teachers) using the TEBS-Self.

Citation

Dellinger, A.B., Bobbett, J.J., Olivier, D.F. & Ellett, C.D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education: An International Journal of Research and Studies, 24(3), 751-766. Elsevier Ltd. Retrieved April 3, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.02.010

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