2
PhD Candiadate in Educational Psychology at Lorestan University
Abstract
This study carried out to investigate internal consistency and factor validity of Collective Teacher Efficacy Belief Scale developed by Tschannen-moran & Barr (2004) among Gonabads teachers. In this study, 290 primary school teachers at Gonabad and its country were selected using stratified sampling method. The scales internal consistency was checked by Cronbach’s alpha method and factor structure of the scale was investigated using exploratory principal axis factor analysis. The results indicated that Cronbach’s alpha for scale is 0/92 and all of items have high correlation with total items. Also, exploratory factor analysis with principal axis indicated one component that explained 54/95% of the variance. Findings emphasized that Collective Teacher Efficacy Belief Scale has high internal consistency in Iran, similar to the developed countries, but likely it has one-factor structure in Iran unlike two-factor structure obtained in these countries. Findings indicated that Collective Teacher Efficacy Belief Scale is a suitable instrument to assess collective self-efficacy of Iranian teachers in various researches.
Ghadampour, E., Mottaghi Niā, M., & Garāvand, H. (2015). Reliability and validity of Collective Teacher Efficacy Belief Scale (CTEBS) in Gonabad primary schools. Journal of Educational Innovations, 14(3), 51-68.
MLA
Ezzatollāh Ghadampour; Mohammadrezā Mottaghi Niā; Hoshang Garāvand. "Reliability and validity of Collective Teacher Efficacy Belief Scale (CTEBS) in Gonabad primary schools". Journal of Educational Innovations, 14, 3, 2015, 51-68.
HARVARD
Ghadampour, E., Mottaghi Niā, M., Garāvand, H. (2015). 'Reliability and validity of Collective Teacher Efficacy Belief Scale (CTEBS) in Gonabad primary schools', Journal of Educational Innovations, 14(3), pp. 51-68.
VANCOUVER
Ghadampour, E., Mottaghi Niā, M., Garāvand, H. Reliability and validity of Collective Teacher Efficacy Belief Scale (CTEBS) in Gonabad primary schools. Journal of Educational Innovations, 2015; 14(3): 51-68.
)