Document Type

Journal Article

Publication Title

Journal of Education for Teaching

Publisher

Taylor and Francis

School

School of Education

Funders

Edith Cowan University - Open Access Support Scheme

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, Advanced online publication. https://doi.org/10.1080/02607476.2020.1770579

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

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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