Understanding teachers' efficacy within a Caribbean context

dc.creatorCook, Loraine D.
dc.date.accessioned2016-05-10T15:32:20Z
dc.date.accessioned2019-08-05T18:14:35Z
dc.date.available2016-05-10T15:32:20Z
dc.date.available2019-08-05T18:14:35Z
dc.date.created2016-05-10T15:32:20Z
dc.date.issued2016-05-10
dc.identifierhttp://hdl.handle.net/2139/42003
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3016958
dc.description.abstractThis study examined the validity and reliability of a modified version of the Teachers' Sense of Efficacy Scale developed by Tschannen-Moran & Woolfolk Hoy in 2001. A principal component analysis using oblimin rotation was performed on data collected from 905 classroom teachers drawn mainly from primary and secondary schools in Jamaica. Results of the analysis identified two dimensions: personal teaching efficacy and classroom management. Cronbach's alphas of the dimensions ranged from 0.646 to 0.854. The results also showed that school type, gender, and teacher status in the school organization had small but significant influence on the levels of participants' teacher efficacy
dc.languageen
dc.subjectTeacher efficacy
dc.subjectSelf efficacy
dc.subjectTeacher effectiveness
dc.subjectBeliefs
dc.subjectRating scales
dc.subjectTest validity
dc.subjectTest reliability
dc.subjectCaribbean
dc.titleUnderstanding teachers' efficacy within a Caribbean context
dc.typeArticle


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