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Self-efficacy Beliefs of Science Teachers in Physics:

A Confirmatory Factor Analysis


SHERYL SANCHEZ MITCHAO

Ones’ self-efficacy beliefs influence the choices they make and the effort
High self -efficacy enable teachers to manage their students better, have
they put in their performance. Hence , development of a valid scale is essential to
more creative instructional techniques, and develop a more ideal classroom
address issues regarding science teachers’ self-efficacy in teaching Physics. Further, a
environment for the students. However, effective measurement of Teacher Self-
confirmatory factor analysis adopting the two factored instrument of Barros et.al (2010)
Efficacy (TSE) beliefs has been limited in part by geography (Yilmaz, 2014).
was administered to 240 Science teachers respondents of Mati City Division. The study
As demonstrated with this release of Teacher Data Reports in New York
undergone model estimation and assessment of the identified model which revealed to
City, these changing times and demands for accountability have led to increased
have exhibited poor model fit values thereby re-specification of the model was done.
teacher stress that is compounded by the challenges that teachers are facing in the
After which follows the convergent and divergent validity that enables the factors to
classroom that include, minimal control over their work environments or the students
meet the criteria of 0.50 hence dropping of some items was done leaving only 14 items.
that they teach (Zhao, 2012). On the study conducted about conditions of secondary
Further the reliability test of the entire tool generated a Cronbach’s alpha of 0.86
school physics Education in the Philippines, NCR teachers has the highest confidence
indicating that the tool has good internal consistency in which according to basic
rate in teaching physics compared to ARMM teachers which was reported to have the
research should have reliability of 0.70 or better. Accordingly, theses analyses provide
weakest confidence rate since they have highest percentage of physics major teachers
support for the use of the tool as an assessment of Self-efficacy Beliefs of Science
(Orleans, 2007).
Teachers in Physics to provide evidence on the cause and effects of Efficacy beliefs
With the absence of a localized self-efficacy measurement tool, the
towards teaching Physics.
researcher was driven to conduct a confirmatory factor analysis of Teachers’ Self-
Efficacy in Physics Scale developed by Barros et al. (2010) University of Sao Paulo,
Brazil, in order to determine whether it conforms to Filipino norms in the context of
Philippine public high school specifically within Mati City Division. Research related
• Quantitative research
RESEARCH
on science anxiety showed that non-physics majors were highly physics anxious, thus
• Confirmatory Factor Analysis (CFA)
DESIGN
results to low self-efficacy in teaching (Mehmet Sahin, 2014). Obviously it’s understood
that one needs to know what he or she has to teach to teach it adequately: however, the
RESEARCH • Secondary Science Teachers of the City of Mati Division
RESPONDEN
TS
need for rich subject-matter knowledge has often been challenged (Hashweh, 2016).

• Tool developed by Barros et.al, (2010) on the self-efficacy beliefs in Physics of secondary
RESEARCH
INSTRUME school science teachers One of the scales used in evaluating teachers’ self-efficacy beliefs is
Gibson and Dembo’s TES scale, revealed that it consisted of two factors (Torre and
NT

Research • City of Mati Division Aries, 2007). The first dimension represented the teacher’s sense of general teaching
Locale efficacy (GTE) and the second dimension represented the teacher’s sense of personal
teaching efficacy (PTE).General Teaching Efficacy (GTE) represents the belief that
Data • Seeking Permission to conduct, Administration and Retrieval, Checking/Collecting Datas,
Gathering
teaching (as an organizational form of education) can affect pupils positively, even
in light of external factors or conditions such as low motivation or poor home
Statistical
• CFA, Reliability Testing, environment (Barros et al., 2010).Personal Teaching Efficacy (PTE) presents the
Treatment
teacher’s beliefs of him/her possessing skills and abilities to facilitate student
Ethical • Respect for Person, Benefience, Justice, learning. It is the teacher’s overall sense of his/her own teaching effectiveness in
Consider
ation delivering the vital and important knowledge in teaching Physics. (Barros et. al.,
2010).

1. Validation of
1. The Self-Efficacy Beliefs of Science Teachers in
3 Experts FACE Physics Questionnaire satisfies the norms for
VALIDITY
2. Identification of latent face validity.
construct and its
corresponding items.
2. The identified model of Self-Efficacy Beliefs of
Science Teachers in Physics revealed poor model
fit values.
Model

2
Specification
3. The re-specified model of Self-Efficacy Beliefs
and
Identification
of Science Teachers in Physics satisfied the
MODEL FIT VALUES
different model fit indices and therefore exhibit
MODEL
INDEX CRITERION
FIT
VALUE
a parsimonious fit.
CMIN/DF < 3.0 3.000
Model Estimation
p-value >0.05 0.000
,Assessment and
TLI >0.90 0.865 4. Criteria for convergent validity necessitated
CFI >0.90 0.900 Re-specification
RMSEA <0.08 0.092 the removal of items from the questionnaire.
PCLOSE >0.05 0.000 Standardized Regression Weights: (Group number 1 -
Default model)
MODEL FIT VALUES FOR THE RE-SPECIFIED MODEL
Estimate
Square
Loading AVE
5. General Self-Efficacy Belief and Personal
INDEX CRITERION MODEL P_5 <- PEB 0.782 0.6115 0.4674 Efficacy Belief are distinct constructs and
FIT P_6 <- PEB 0.798 0.6368
VALUE
Construct
P_7 <- PEB 0.735 0.5402 therefore satisfied the criteria for divergent
CMIN/DF < 3.0 2.523 P_9 <- PEB 0.61 0.3721

4 validity.
p-value >0.05 0.000
Validity P_10 <- PEB 0.772 0.596
TLI >0.90 0.900 P_15 <- PEB 0.688 0.4733
CFI >0.90 0.930 P_16 <- PEB 0.099 0.0098
RMSEA <0.08 0.080 P_17 <- PEB 0.8 0.64
PCLOSE >0.05 0.000 P_18 <- PEB 0.572 0.3272
6. The reliability of the Self-Efficacy Beliefs of
G_2
G_4
<-
<-
GEB
GEB
0.768
0.758
0.5898
0.5746
0.4896
Science Teachers in Physics Questionnaire is
Factors Estimate SQUARED
G_8 <- GEB 0.589 0.3469 high which provides evidence that the items
G_11 <- GEB 0.632 0.3994
CORRELATI
ONS Divergent Validity G_14 <- GEB 0.733 0.5373 being measured are consistent in measuring the
PEB <-
->
GEB 0.089 0.007921
5 underlying factors.

1. One of the limitations of this study is the exclusivity of its respondents who are the Science teachers from secondary schools of Mati City Division. Hence, this research suggests that the
study must be administered to both Elementary, Junior and Senior High School in the division since the increase in population size may enhance the generalizability of the scale.
2. The revised SEBSTP questionnaire may be used or adapted by administrators to assess and, potentially, guide efforts to promote teacher well-being by identifying target areas that require
intervention efforts with the aim of addressing improving the experiences of Science teachers in the field of teaching Physics subject. Such effort would be vital as teacher self-efficacy
beliefs is evidently linked their way of delivering the subject, effectiveness in teaching, and transferability of learning.
3. The tool may also be utilized by teachers of other disciplines such as in Biology, Chemistry etc. as benchmark to improve pedagogical knowledge which is a common issue of teachers
teaching other discipline other than their field of specializations.
4. Future researchers may be directed towards improving the revised SEBSTP tool . The said improvement may be related to adding or dropping other items in the questionnaire that will
be fitted to its next use or respondents.

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Bandura, Albert (1995). Self-efficacy in changing societies. New Mizzi, D. (2013).The challenges faced by science teachers when teaching
York Campridge University Press. outside their specific science specialism. Acta Didactica Napocensia, Vol. 6 No.4 pp 1-4.
Barros, Marcelo & Eduardo Laburú, Carlos & Silva, Fábio. (2010). An Ximénez C. (2016). Recovery of Weak Factor Loadings When Adding the
instrument for measuring self-efficacy beliefs of secondary school physics teachers. Procedia Mean Structure in Confirmatory Factor Analysis: A Simulation Study. Frontiers in
- Social and Behavioral Sciences. 2. 3129-3133. 10.1016/j.sbspro.2010.03.476. psychology, 6, 1943. doi:10.3389/fpsyg.2015.01943

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