Document Type
Journal Article
Publication Title
Journal of Education for Teaching
Publisher
Taylor and Francis
School
School of Education
RAS ID
32009
Funders
Edith Cowan University - Open Access Support Scheme 2020
Abstract
Classroom management skills are essential for effective teaching and consequently form an integral part of undergraduate teaching degrees. Self-efficacy in classroom management influences an individual’s willingness to undertake specific actions and their perseverance in the face of difficulties in executing these actions. In order to track the progress of pre-service teachers’ self-efficacy in classroom management, an easy to administer Classroom Management Self Efficacy Instrument (CMSEI) was developed and piloted with a third year cohort of pre-service teachers. This article reports on the psychometric properties of the CMSEI as determined through a Rasch analysis. The analysis supports the Classroom Management Self Efficacy Instrument (CMSEI) as an accurate and internally consistent, unidimensional scale for use with undergraduate pre-service teachers.
DOI
10.1080/02607476.2020.1770579
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Slater, E. V., & Main, S. (2020). A measure of classroom management: Validation of a pre-service teacher self-efficacy scale. Journal of Education for Teaching, 46(5) 616-630. https://doi.org/10.1080/02607476.2020.1770579