Smolleck et al.

, (2006) states in study that study is aimed at development, validation

and establishment of the reliability of an instrument that measures the self-efficacy of

preservice teachers with perspectives of teaching for science as the inquiry. The teaching

science as inquiry (TSI) instrument tis used based upon the working of Enoch’s and Riggs

(1990), Bandura in 1977, 1982, 1981, 1989, 1986, 1997 and 1995 as well as Riggs (1988)

(Smolleck et al., 2006). Samples used for this study re encompassing the 190 prospective

elementary school teachers in the six different sections of the science methods courses in

September 2003 followed by December 2003. The Author developed the 13 steps process of

TSI for this study completion. Self-efficacy in perspective of the science teachers is measured

as the utilization of the 69 items of Likert scale instrument designed by the study author. 69

Items are further divided in the 4 groups and 5 classes of the questions. TSI includes the

distribution of the items in five different categories. The first category includes the learner

engagement in the scientifically oriented queries. The second category encompasses the

learners who have priorities for evidences in the response towards questions. Third category

shows formulation of explanations from given evidences. The fourth one includes learners

who interlinks the explanations with the knowledge of science. The fifth and last one is the

learner’s communication and explanations of the justifications. On the grounds of

standardized process used and the linked information, the TSI is shown as the construct and

content valid instrument with the higher rate of the internal reliability for preservice teachers

in elementary stage to measure the beliefs of self-efficacy in perspective of science teaching

as inquiry. Construct validity is measured through this research as the questionnaire used for

the measurement of belief of self-efficacy is true representation for the research hypothesis.

The consistency of research is shown through Cronbach alpha. The value of alpha differs

from the pretest and posttest. The reliability value is declined in this test in later on phase.

Pretest value is 0.6884 whereas the alpha posttest is 0.6579. It is crucial for researcher to
assess that the reliability values can decline. The TSI tool is useful for the science method

course evaluation in an emphasis for the teaching inquiry.

Alrajhi et al., (2017) aim at examination of the predictive role of the EQ (Emotional

intelligence) on the self-efficacy in perceived form for match teachers (Alrajhi et al., 2017). It

encompassing the general self-efficacy for teaching, self-efficacy for the match content

understanding and self-efficacy for math content teaching. Sample of this study encompasses

1240 math teachers taken from the 11 Omani major governorates from the school districts.

The participants taught the students from grade 5 to 10 and had the experience of 13.37 years.

Most of participants had bachelor degree. Almost half of the samples shown the intention for

leaving the profession if the between job could be gained as 49.9% and 89.2% shown that

they select the math as a subject in college due to their interest in math. The measures used in

this study is a series of questionnaires as the part of national survey for teachers during time

period of April and March 2016. The national survey aimed at examination of effects of

science and math teachers related variables on academic achievement of students in science

and match. First scale is emotional intelligence scale of Arabic version with 33 questions on

the Likert scale. The second scale is match teachers’ self-efficacy scale as the new measure

with 90 questions measuring three dimensions. First dimension shown the general self-

efficacy of teachers with 20 questions. The second item group is math teachers’ self-efficacy

with 35 questions. Third item group included 35 items and analyzed the self-efficacy of math

teacher pertained to teaching the math. The third step includes the intention to leave and

reason to love subjects with two questions. As far as validity is concerned, the congruent

validity is found through the SEIS correlation with the group of variables encompassing the

measure of quality for life and teacher’s beliefs of self-efficacy. Additional validation

evidence is found in the correlation between the scores of teachers for emotional intelligence

and three dimensions. It provides values of ranges for emotional intelligence as (0.20 to 0.38
with probability less than 0.001) and life’s quality (0.33 to 0.49 with probability value less

than 0.001). Consistency reported through the Cronbach alpha values ranged 0.60 to 0.82 for

the five key dimensions. This shows the consistent changes in the behavior and intelligence

of the math teacher due to their abilities and teaching methods.

Roberts and Henson, (2000) is based upon proposing a new instrument for self-

efficacy with the results of Confirmatory factor analysis from a sample of 247 elementary

teachers. The base for this paper is the instrument for STEBI the new tools was developed

through hypothesizing that there is the existence of two constructs including knowledge

efficacy and teaching efficacy (Roberts and Henson, 2000). The sample for this study is

considered through pilot testing of this instrument from the 274 science teachers in the

Washington and Texas. The teachers were considered as involved in the training of the

medicine college of Houston in center for educational outreach. The teaching experience for

these teachers are the one to the 23 years. All of these teachers were related to the science

teaching or the specialization of the science for the elementary schools. For the measurement

the Teaching elementary schools is measured through the 16 items that computes the two

latent forms of constructs. They encompass the outcome expectancy and personal elf-

efficacy. The efficacy is measured through the two construct methods. The first one is the

teaching efficacy that was developed in response to the higher rate of the literature that is

introducing the higher standards for the trainings and teaching ability development. This

construct is also same to the teaching efficacy of personal level in the STEBI and TES. Out of

16 questions, the questions those explained the self-efficacy includes items number two, four,

six, eight, ten, twelve, fifteen and sixteen. The validity for this research is construct validity.

Three competing models were tested for this in additional to the main two factor analysis.

Face validity is also used for the validation of this questionnaire through discussion with the

teachers. As far as the consistency is considered, the Cronbach alpha is measured for the
reliability. The consistency of the paper is also based upon the earlier existing theories and

questionnaires that provides the strong base for this study. Riggs and Enoch’s also provides

working on the teacher’s efficacy for the subject matter and context of the particular

construct. In the development of this theory, they construct the teaching efficiency constructs

for the microcomputer utilization for the beliefs instruments and the two factor forms for the

different dimensions. This is also known as the personal science teaching methods and the

teaching outcomes for the science.

 References
ALRAJHI, M., ALDHAFRI, S., ALKHARUSI, H., ALBUSAIDI, S., ALKHARUSI, B.,
AMBUSAIDI, A. & ALHOSNI, K. 2017. The predictive effects of math teachers'
emotional intelligence on their perceived self-efficacy beliefs. Teaching and Teacher
Education, 67, 378-388.
ROBERTS, J. K. & HENSON, R. K. 2000. Self-Efficacy Teaching and Knowledge
Instrument for Science Teachers (SETAKIST): A Proposal for a New Efficacy
Instrument.
SMOLLECK, L. D., ZEMBAL-SAUL, C. & YODER, E. P. 2006. The development and
validation of an instrument to measure preservice teachers’ self-efficacy in regard to
the teaching of science as inquiry. Journal of Science Teacher Education, 17, 137-
163.