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Establishing Factorial Validity of the Mathematics Teaching Efficacy Beliefs Instrument
Author(s) -
Enochs Larry G.,
Smith Phillip L.,
Huinker DeAnn
Publication year - 2000
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2000.tb17256.x
Subject(s) - confirmatory factor analysis , scale (ratio) , psychology , construct validity , factorial analysis , reliability (semiconductor) , mathematics education , test validity , construct (python library) , psychometrics , item analysis , mathematics , statistics , structural equation modeling , computer science , clinical psychology , power (physics) , physics , quantum mechanics , programming language
The Mathematics Teaching Efficacy Belief Instrument (MTEBI) for preservice teachers resulted from the modification of the Science Teaching Efficacy Belief Instrument STEBI‐B. The MTEBI consists of 21 items, 13 items on the Personal Mathematics Teaching Efficacy (PMTE) subscale and eight items on the Mathematics Teaching Outcome Expectancy (MTOE) subscale. Possible scores on the PMTE scale range from 13 to 65; MTOE scores may range from 8 to 40. The first version of the MTEBI had 23 items like the STEBI‐B; however, subsequent analysis in this validation required two items be dropped. Reliability analysis produced an alpha coefficient of 0.88 for the PMTE scale and an alpha coefficient of 0. 75 for the MTOE scale (n = 324). Confirmatory factor analysis indicates that the two scales (PMTE and MTOE) are independent, adding to the construct validity of the MTEBI.