The Measurement of Science Teaching Efficacy Belief Instrument (STEBI): Sustaining Teacher’s Quality

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Jaka Warsihna, Zulmi Ramdani, Lidwina Felisima Tae


The teachers take the role as the important human resources in creating effective learning conditions.  Teacher's self-efficacy is one of the significant factors that determine how they carry out the process of learning and teaching in schools. Teacher’s self-efficacy refers to their beliefs towards their abilities in managing and carrying out existing tasks and challenges which in accordance with their goals. This study aims to develop and validate Science Teaching Efficacy Belief Instrument (STEBI) in science teachers. The number of respondents involved was 223 science teachers who were selected using the purposive sampling technique. The results showed that the validity test using exploratory factor analysis produced four major factors that explained the concept of the measuring instrument. These major factors included positive pedagogical in motivating students (4 items), coping with changes and challenges (4 items), teacher's perception on ideal pedagogy (3 items), and enthusiasm (4 items). In addition, the confirmatory factor analysis test showed that each factor that appeared in the instrument fulfilled the model fit criteria (P-value > .05 and RMSEA < .05). Thus, it can be concluded that STEBI is a psychometrically valid instrument so that it can be used in measuring and exploring science teacher’s self-efficacy.

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