Matthew T. Buns¹, Katherine Thomas Thomas²

Show more
¹ Department of Kinesiology and Health Sciences, Concordia University, St. Paul, USA.
² Department of Kinesiology, Health Promotion, and Recreation, University of North Texas, Denton, USA.
Show less

Abstract: The main purpose of this study was to determine the validity and reliability of the Efficacy for Standards-Based Instruction (ESBI) scale, developed by the current investigators, and to compare the ESBI with two other self-efficacy scales that had been used in physical education (TESPE, Chase, Lirgg, & Carson, 2001;TSES, Tschannen-Moran & Hoy, 2001). The ESBI, TESPE, and TSES were administered to 60 physical education teachers from 16 school districts in Iowa. Cronbach’s alpha (internal consistency) for the ESBI was .96, and the Equal-Length Spearman Brown split-half coefficient inferred good reliability (r = .90). The ESBI demonstrated better validity and reliability than the previously developed TESPE (Cronbach’s alpha = .89; Spearman Brown split-half coefficient = .86) and TSES (Cronbach’s alpha = .84; Spearman Brown split-half coefficient = .79). As a test of concurrent validity for ESBI, Pearson’s product moment correlations were performed to test the extent to which the total efficacy scores and subscales were related. The ESBI, TESPE, and TSES all had significant positive correlations with each other (p < .01). Validation of the three self- efficacy scales was also performed using the ranked Physical Education Curriculum Analysis Tool (PECAT) score for each district as an independent measure. The ESBI scale produced a low but significant correlation (r = .28, p < .05) with PECAT, but TSES and TESPE were not significant. This suggested that ESBI was more related to standards and benchmarks than the other two measures. These results indicate that the ESBI has shown good (versus TESPE) or better (versus TESES) validity and reliability compared with previous work. This work also supports Bandura’s (1986) notion of specificity for self-efficacy.

Keywords: Physical Educator, Self-Efficacy, PECAT, Assessment

Cite this paper: Buns, M. and Thomas, K. (2015) Validation of the Physical Education Teacher’s Efficacy for Standards-Based Instruction (ESBI) Scale. Advances in Physical Education, 5, 152-160. doi: 10.4236/ape.2015.53019.

References

[1]   Allinder, R. (1994). The Relationship between Efficacy and the Instructional Practices of Special Education Teachers and Consultants. Teacher Education and Special Education, 17, 86-95. http://dx.doi.org/10.1177/088840649401700203

[2]   Ashton, P. T., & Webb, R. B. (1986). Making a Difference: Teachers’ Sense of Efficacy and Student Achievement. White Plains, NY: Longman.

[3]   Bandura, A. (1977). Social Learning Theory. Englewood Cliffs: Prentice-Hall.

[4]   Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.

[5]   Burley, W., Hall, B., Villeme, M., & Brockmeire, L. (1991). A Path Analysis of the Mediating Role of Efficacy in First-Year Teachers’ Experiences, Reactions, and Plans. Paper Presented at the Annual Meeting of the American Educational Research Association, Chicago.

[6]   Centers for Disease Control and Prevention (2006). Physical Education Curriculum Analysis Tool. Atlanta: Centers for Disease Control and Prevention.

[7]   Chase, M. A, Lirgg, C. D., & Sakelos, T. J. (2003). Teacher Efficacy and Effective Teaching Behaviors in Physical Education. Paper Presented at AAHPERD Meeting, Philadelphia, PA.

[8]   Chase, M. A., Lirgg, C. D., & Carson, R. L. (2001). Development of the Physical Education Teacher Efficacy Scale: Evaluation of Reliability, Concurrent and Construct Validity. Cincinnati, OH: American Association of Health, Physical Education, Recreation, and Dance Conference.

[9]   Chester, M. D., & Beaudin, B. Q. (1996). Efficacy Beliefs of Newly Hired Teachers in Urban Schools. American Educational Research Journal, 33, 233-257. http://dx.doi.org/10.3102/00028312033001233

[10]   Coladarci, T. (1992). Teachers’ Sense of Efficacy and Commitment to Teaching. Journal of Experimental Education, 60, 323-337. http://dx.doi.org/10.1080/00220973.1992.9943869

[11]   Evans, E. D., & Tribble, M. (1986). Perceived Teaching Problems, Self-Efficacy, and Commitment to Teaching among Preservice Teachers. Journal of Educational Research, 80, 81-85. http://dx.doi.org/10.1080/00220671.1986.10885728

[12]   Ghaith, G., & Yaghi, H. (1997). Relationship among Experience, Teacher Efficacy, and Attitudes towards the Implementation of Instructional Motivation. Teaching and Teacher Education, 13, 451-458. http://dx.doi.org/10.1016/S0742-051X(96)00045-5

[13]   Gibson, S., & Dembo, M. H. (1984). Teacher Efficacy: A Construct Validation. Journal of Educational Psychology, 76, 569- 582. http://dx.doi.org/10.1037/0022-0663.76.4.569

[14]   Glickman, C., & Tamashiro, R. (1982). A Comparison of First-Year, Fifth-Year, and Former Teachers on Efficacy, Ego Development, and Problem Solving. Psychology in Schools, 19, 558-562. http://dx.doi.org/10.1002/1520-6807(198210)19:4<558::AID-PITS2310190426>3.0.CO;2-F

[15]   Guskey, T. R., & Passaro, P. D. (1994). Teacher Efficacy: A Study of Construct Dimensions. American Educational Research Journal, 31, 627-643. http://dx.doi.org/10.3102/00028312031003627

[16]   Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2001). A Reliability Generalization Study of the Teacher Efficacy Scale and Related Instruments. Educational and Psychological Measurement, 61, 404-420. http://dx.doi.org/10.1177/00131640121971284

[17]   Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1987). Parent Involvement: Contributions of Teacher Efficacy, School Socioeconomic Status, and Other School Characteristics. American Educational Research Journal, 24, 417-435. http://dx.doi.org/10.3102/00028312024003417

[18]   Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ Sense of Efficacy and the Organizational Health of Schools. The Elementary School Journal, 93, 355-372. http://dx.doi.org/10.1086/461729

[19]   Martin, J., & Kulinna, P. (2003). The Development of a Physical Education Teachers’ Physical Activity Self-Efficacy Instrument. Journal of Teaching in Physical Education, 22, 219-232.

[20]   Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in Teacher Efficacy and Student Self- and Task-Related Beliefs in Mathematics during the Transition to Junior High School. Journal of Educational Psychology, 81, 247-258. http://dx.doi.org/10.1037/0022-0663.81.2.247

[21]   More, W., & Esselman, M. (1992). Teaching Efficacy, Power, School Climate and Achievement: A Desegregating District’s Experience. Proceedings of the Annual Meeting of the American Educational Research Association, San Francisco, 20-24 April 1992.

[22]   Ross, J. A. (1994). Beliefs That Make a Difference: The Origins and Impacts of Teacher Efficacy. Proceedings of the Annual Meeting of the Canadian Society for the Study of Education, Calgary, June 1994.

[23]   Stein, M. K., & Wang, M. C. (1988). Teacher Development and School Improvement: The Process of Teacher Change. Teaching and Teacher Education, 4, 171-187. http://dx.doi.org/10.1016/0742-051X(88)90016-9

[24]   Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher Efficacy: Capturing an Elusive Construct. Teaching and Teacher Education, 17, 783-805. http://dx.doi.org/10.1016/S0742-051X(01)00036-1

[25]   Woolfolk, A. E., & Hoy, W. K. (1990). Prospective Teachers’ Sense of Efficacy and Beliefs about Control. Journal of Educational Psychology, 82, 81-91. http://dx.doi.org/10.1037/0022-0663.82.1.81