An Investigation of the Factor Structure of the Teacher Efficacy Scale.
An Investigation of the Factor Structure of the Teacher Efficacy Scale.
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教师效能感量表的因素结构调查。
DOI：
10.1080/00220679909597624
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发表时间：
1999
影响因子：
2.1
通讯作者：
Kathleen M. Minke
中科院分区：
文献类型：
--
作者：
Sandra A. Deemer;Kathleen M. Minke
S.吉布森和M. H. Dembo（1984）教师效能感量表（TES）。尽管研究人员声称这些因素与A.班杜拉（1977）的结果和疗效预期，A。E. Woolfolk和W. R. Hoy（1990）观察到因素结构可能受到项目取向的混淆;第一个因素的项目大多数是积极的取向，而第二个因素的项目大多是消极的。这种可能性是通过修订TES项目进行测试的，以便每个项目都有两个方向。教师（N = 196）完成了2个量表中的1个，每个量表都有修订和原始项目。三个潜在的因素结构进行了研究，使用主轴因子。虽然教师效能感结构可能是多维的，当消除措辞混淆，TES出现一维。
The 2-factor structure of S. Gibson and M. H. Dembo's (1984) Teacher Efficacy Scale (TES) was investigated. Although the researchers asserted that the factors corresponded to A. Bandura's (1977) outcome and efficacy expectations, A. E. Woolfolk and W. R. Hoy (1990) observed that the factor structure is potentially confounded by item orientation; items on the 1st factor have a mostly positive orientation, whereas items on the 2nd factor are mostly negative. That possibility was tested by revising TES items so that both orientations were available for each item. Teachers (N = 196) completed 1 of 2 scales, each with revised and original items. Three potential factor structures were examined using principal axis factoring. Although the teacher efficacy construct may be multidimensional, when wording confounds are eliminated, the TES appears unidimensional.