Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned

Linda A. Pruski, Sharon L. Blanco, Rosemary A. Riggs, Kandi K. Grimes, Chase W. Fordtran, Gina M. Barbola, John E. Cornell, Michael J. Lichtenstein

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an "undecided/uncertain" option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.

Original languageEnglish (US)
Pages (from-to)1133-1156
Number of pages24
JournalJournal of Science Teacher Education
Volume24
Issue number7
DOIs
StatePublished - Nov 1 2013

Keywords

  • Rasch analysis
  • SETAKIST-R
  • Self-efficacy teaching and knowledge instrument for science teachers-revised
  • Teacher efficacy
  • Teacher professional development
  • Teacher self-efficacy beliefs

ASJC Scopus subject areas

  • Education

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