ERIC Number: ED327552
Record Type: Non-Journal
Publication Date: 1990-Nov
Reference Count: N/A
Determination of Reliability and Validity for Myself as a Teacher Scale.
Handley, Herbert M.; Thomson, James R., Jr.
The reliability and validity of the Myself as a Teacher Scale (MTS), developed to assess the self-concept of teachers, were studied. Materials developed by David P. Butts and Robert Howe were used to construct a 62-item Likert-type scale asking individuals to rate themselves on certain criteria. After a pilot study with 92 preservice teachers and item analyses, the number of items was reduced to 32. Initial internal reliability was derived from a study of these 32 items. A second group of 42 student teachers was tested, and a reliability coefficient of 0.92 was achieved. A retest with these students found a test-retest reliability coefficient of 0.89. The internal consistency of the MTS was evaluated using 426 student teachers for an alpha coefficient of 0.96. Thirty-two preservice teachers were administered the MTS and the Tennessee Self Concept Scale for a modest correlation, indicating concurrent validity. Predictive validity was examined in studies of the classroom performance of student teachers and teacher morale of 35 first-year teachers. Factor analysis through principal component analysis of responses of 422 preservice and inservice teachers demonstrated construct validity. One major dimension of behavior, an overall measure of self-concept as a teacher, was identified. The MTS appeared to be an effective measure. Factor loadings are listed in table form. (SLD)
Descriptors: Beginning Teachers, Concurrent Validity, Elementary School Teachers, Elementary Secondary Education, Factor Analysis, Higher Education, Item Analysis, Likert Scales, Predictive Validity, Secondary School Teachers, Self Concept Measures, Student Teachers, Teacher Attitudes, Teacher Morale, Test Construction, Test Reliability, Test Validity
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A