Measuring preservice teacher self-efficacy in music and visual arts: validation of an amended science teacher efficacy belief instrument

Authors

Julia Morris, Edith Cowan UniversityFollow
Geoff W. Lummis, Edith Cowan UniversityFollow
David H. McKinnon, Edith Cowan UniversityFollow
John Heyworth, Edith Cowan UniversityFollow

Document Type

Journal Article

Publication Title

Teaching and Teacher Education

Publisher

Elsevier

School

Edith Cowan Institute for Education Research / School of Education

RAS ID

24993

Comments

Morris, J. E., Lummis, G. W., McKinnon, D. H., & Heyworth, J. (2017). Measuring preservice teacher self-efficacy in music and visual arts: Validation of an amended science teacher efficacy belief instrument. Teaching and Teacher Education, 64, 1-11. https://doi.org/10.1016/j.tate.2017.01.014

Abstract

The Science Teacher Efficacy Belief Instrument has been a widely reported measure of teachers' personal efficacy and outcome efficacy beliefs. This pilot study examined if the instrument could be amended for use in The Arts learning area. A small cohort of 110 Graduate Diploma of Education preservice teachers participated in the pilot. Factor structures were examined through confirmatory factor analyses. The model displaying best fit consisted of six items measuring outcome expectancy and 10 items related to teaching efficacy. Measuring self-efficacy is important as many teachers who teach the Arts in Australia and internationally are not subject specialist teachers.

DOI

10.1016/j.tate.2017.01.014

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