Table of Content
Acknowledgements………..………..p.2 List of Figures……….………... p.6 List of Tables……….………...…….… p.7
Introduction………...…….……….p.8
Chapter 1 | Theoretical Perspectives: From Social Cognitive Theory to Teacher Self- Efficacy………...………....p.18
1. Social Cognitive Theory………... p.19 1.1. Triadic Reciprocal Causation………...p.19 1.2. Human Agency………...p.21 2. Bandura’s Self-Efficacy Theory ………... p.23 2.1. Self-Efficacy and Outcome Expectancy……….…………... p.24 2.2. Source of Self-Efficacy………...p. 25 2.3. Self-Efficacy and Human Functioning………...p. 26 3. Teacher Self-Efficacy: Theoretical, Conceptual and Measurement Considerations...p.28 3.1. The History of Teacher Self-Efficacy Measurements: From Rotter’s Locus of Control Theory to Bandura’s Self-Efficacy Theory ………..p.30 3.2. The Challenge of Measuring Teacher Self-Efficacy: Toward the Clarification of the
Measurement Issues………..… p. 45 3.2.1. The Optimal Level of Specificity Issue……….. p.45 3.2.2. The Item-Wording Issue………...p.46 3.2.3. The Validity Issue………...…...p.47 4. Teacher Self-Efficacy and Student Achievement: Overview of Empirical Evidences…..p.49 5. Discussion……….…...p.59 6. Research Questions……….. p.63
Chapter 2 | Methodological Framework of the Research………...p.65
1. Sampling Procedure………...………...p.66
2. Questionnaire Design…………...………...…. p.73 2.1. Student Questionnaire…………...………. p.73 2.2. Teacher Questionnaire…………...……… p.76 3. Overview of the Data Collection and Field Work………….………..… p.77
4. Analysis Methods………... p.80 4.1. Confirmatory Factor Analysis……… p.80 4.1.1. General Procedure of Confirmatory Factor Analysis………..p.82 4.1.2. Confirmatory Factor Analysis and Validity Evidences………..…..p.91 4.2. Multilevel Analysis………...………p.92 4.2.1. The General Logic Behind Multilevel Regression Model……...……...….p.93 4.2.2. Overview of Multilevel Regression Models used to investigate our
Research Question…………..………..p.97
Chapter 3 | A Comparative Study of the Validity of Three Different Teacher Self-Efficacy Measurement Instruments………..………... p.104
1. The Teacher Efficacy Scale (Gibson and Dembo, 1984)………..………… p.105 1.1. Background Information about the TES ……… p.105 1.1.1. Focus on the Scale Development Procedure …………...………… p.105
1.1.2. Overview of Empirical Researches on the Factorial Validity of the
TES………...………..p.107 1.2. Confirmatory Factor Analysis of the TES……… p.111 1.1.1. Participants …………....………..…………...……… p.111
1.1.2. Measures…….…………...………..………….……… p.111
1.1.3. Procedure…………...………..…………...……….… p.111 1.1.4. Results…………...………..…………...………... p.113 2. The Teacher Sense of Efficacy Scale (Tshannen-Moran et al., 2001)……… p.211 2.1. Background Information about the TSES ………...… p.121 2.1.1. Focus on the Scale Development Procedure …….……...……… p.121
2.1.2. Overview of Empirical Researches on the Factorial Validity of the
TSES……….……….p.123 2.2. Confirmatory Factor Analysis of the TSES………..……… p.128
2.1.1. Participants ……….………..…………...……… p.128
2.1.2. Measures…….…………....………..…………...……… p.128
3.2. Confirmatory Factor Analysis of the TSES-MATH……… p.135 3.1.1. Participants ……….…...……...………..…………...……… p.135
3.1.2. Measures…….…………...………..…………...……… p.139
3.1.3. Procedure…………...……..………..…………...……….. p.137 3.1.4. Results…………...………..…………...………..…... p.137 4. Convergent and Discriminant Analysis……….…..…………...………. p.141 5. Discussion……… p.142
Chapter 4 | Investigation of the Impact of Teacher Self-Efficacy on Student
Achievement: A Multilevel Analysis ………..………. p.147
1. Research Questions………..……… p.148 2. Method……….……… p.148 2.1. Sample…………...……….…………..…………...……… p.148 2.2. Variables …….…...………...………….………..………...………… p.149 2.3. Procedure………...………..…………...………... p.153 3. Results…………...………..…………...………..…...p.155 3.1. Descriptive Statistics.……….…………..…………...……… p.155 3.2. Checking Multilevel Regression Assumptions ……..………..………...… p.157 3.3. Results of the Multilevel Regression Analysis……..………..………… p.159 4. Discussion………...………...………..…...p.165
Conclusion………..………...…….…… p.169
