Abstract:

Teacher educators’ self-efficacy is the perceived ability to successfully complete tasks assigned to them according to the job specification. Research over the past few decades has shown that self-efficacy is the main predictor of performance, motivation and productivity. However research on teacher educators’ self-efficacy specifically in Malaysia is inadequate and there is a lack of psychometrically sound instrument to measure this self-efficacy. This study was conceived to add to the existing knowledge on teacher educators’ self-efficacy construct and the measurement of the construct. Three objectives of this study are; to develop and evaluate the measurement model of teacher educators’ self-efficacy, to identify the underlying dimensions of the teacher educators’ self-efficacy, and to develop a psychometrically sound Teacher Educators’ Self-Efficacy (TESE) instrument. This study employed a non-experimental cross sectional survey design involving 680 respondents who were solicited through quota sampling. An exploratory factor analysis followed by confirmatory factor analysis revealed that a five-factor measurement model of TESE fits the data collected from the TESE instrument. The five underlying dimensions of teacher educators’ self-efficacy are teaching, research, service and engagement, publication and management. The analyses provided evidence for the convergent, and discriminant validity of TESE, which extend current understanding about an important attribute of teacher educator variable.

Keywords:

Teacher educator, self-efficacy, measurement model.