Teacher Efficacy: A Study of Construct Dimensions

Abstract

This study examined the structure of a construct generally labeled teacher efficacy. A sample of 342 prospective and experienced teachers was administered an efficacy questionnaire adapted from the research of Gibson and Dembo (1984) . Factor analytic procedures with varimax rotation were used to generate a two-factor solution that accounted for 32 % of the variance in scale scores. Contrary to previous research, these factors corresponded not to a personal versus teaching efficacy distinction, but instead to a simpler internal versus external distinction, similar to locus-of-control measures of causal attribution. Implications of these findings for past and future research involving this construct are discussed.