ERIC Number: EJ1026791
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Reference Count: N/A
Development of a Pre-Service Teachers' Self-Efficacy Instrument Regarding Teacher Health Education Standards
Clark, Jeffrey K.; Brey, Rebecca A.; Clark, Susan E.
Journal of School Health, v83 n10 p718-727 Oct 2013
Background: Whereas many education programs expect students to use national standards in various content areas, few studies have been conducted that examine pre-service teachers' confidence in demonstrating their use of the professional teacher standards. Purpose: The purpose of this project was 2-fold: (1) To develop the Pre-service Health Education National Standards Self-efficacy (PHENSS) Scale; and (2) To establish the instrument's ability to draw inferences from PHENSS Scale scores. Methods: The final instrument consisted of 29 items and 4 demographic items. Validation was established using qualitative and quantitative procedures. After the instrument had been validated, pre-service elementary education and pre-service secondary health education teachers were recruited to complete the instrument at 2 different times. Results: Items were grouped to form 7 subscales (a subscale for each standard) and were analyzed to determine test-retest reliability and internal consistency. All scales were found to be statistically significant (p?=?0.05). Cronbach's alpha for the 7 subscales ranged from 0.73 to 0.96, and a =?0.94 for the entire instrument. Conclusion: The instrument, which assessed self-efficacy toward implementing Professional Teacher Standards in Health Education, was found to be both valid and reliable.
Descriptors: Preservice Teachers, Self Efficacy, Self Concept Measures, Health Education, National Standards, Test Construction, Inferences, Scores, Test Validity, Elementary School Teachers, Secondary School Teachers, Test Reliability
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Secondary Education
Authoring Institution: N/A