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ERIC Number: ED550394
Record Type: Non-Journal
Publication Date: 2012
Pages: 104
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-9399-7
Teaching English Language Learners Scale (TELLS): A Study of Validity and Reliability
Carney, Megan Strawsine
ProQuest LLC, Ph.D. Dissertation, University of Missouri - Columbia
This paper describes the confirmatory factor analysis, validity, and reliability data collection stage of the development of a scale to measure mainstream teachers' self-efficacy beliefs for teaching ELL (English Language Learner) students. Data were collected from 708 K through 12 teachers and pre-service teachers with varying degrees of training specific to teaching ELL students. Using confirmatory factor analysis, a 23 item scale consisting of two factors "instruction and assessment" (14 items) and "native language support and resources" (9 items) was assessed for model fit. The data were not a good fit for the hypothesized two factor model (CFI = 0.82, RMSEA= 0.12). Additionally, the scale was positively correlated with social desirability. However, the scale maintained adequate convergent and discriminant validity with measures of culturally responsive teaching self-efficacy, multicultural teaching competencies, satisfaction with life, and self-esteem. The scale also demonstrated strong internal consistency and test-retest reliability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Secondary Education; Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A