Development and validation of a scale for measuring mathematics teaching self-efficacy for teachers in the Sultanate of Oman

Hussain Alkharusi; Said Aldhafri; Khoula Al-Hosni; Saleh Al-Busaidi; Bader Al-Kharusi; Abdullah Ambusaidi; Marwa Alrajhi

doi:10.12973/iji.2017.10310a

Development and validation of a scale for measuring mathematics teaching self-efficacy for teachers in the Sultanate of Oman

Hussain Alkharusi^*, Said Aldhafri, Khoula Al-Hosni, Saleh Al-Busaidi, Bader Al-Kharusi, Abdullah Ambusaidi, Marwa Alrajhi

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

9 Citations (SciVal)

Abstract

A scale for measuring self-efficacy for teaching mathematics in grades 5 to 10 was developed in this study for teachers in Oman. The participants were 328 mathematics teachers randomly selected from five educational governorates in the Sultanate of Oman. Factorial structure of the scale revealed three subscales: selfefficacy for understanding the mathematics content, self-efficacy for teaching the mathematics content, and general teaching self-efficacy. The three subscales showed strong internal consistency and sufficient evidence of construct validity and concurrent validity. The scale has potential uses for both educational and research purposes.

Original language	English
Pages (from-to)	143-158
Number of pages	16
Journal	International Journal of Instruction
Volume	10
Issue number	3
DOIs	https://doi.org/10.12973/iji.2017.10310a
Publication status	Published - Jul 1 2017

Keywords

Mathematics efficacy
Reliability
Scale development
Self-efficacy
Teaching efficacy
Validity

ASJC Scopus subject areas

Education

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10.12973/iji.2017.10310a

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AU - Al-Busaidi, Saleh

AU - Al-Kharusi, Bader

AU - Ambusaidi, Abdullah

AU - Alrajhi, Marwa

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AB - A scale for measuring self-efficacy for teaching mathematics in grades 5 to 10 was developed in this study for teachers in Oman. The participants were 328 mathematics teachers randomly selected from five educational governorates in the Sultanate of Oman. Factorial structure of the scale revealed three subscales: selfefficacy for understanding the mathematics content, self-efficacy for teaching the mathematics content, and general teaching self-efficacy. The three subscales showed strong internal consistency and sufficient evidence of construct validity and concurrent validity. The scale has potential uses for both educational and research purposes.

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Development and validation of a scale for measuring mathematics teaching self-efficacy for teachers in the Sultanate of Oman

Abstract

Keywords

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