نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه محقق اردبیلی، اردبیل
2 استادیار دانشگاه یزد
3 کارشناس ارشد مدیریت آموزشی، دانشگاه محقق اردبیلی
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
As a common belief, collective efficiency as a whole has an undeniable impact on students and their learning ability. What it signifies is the widespread impression on the capacity of teachers & principals to make a difference in the lives of students. Therefore, it is imperative to identify areas and situations that can help enable collective self-efficacy. Donohoo’s Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) is specifically designed for this purpose. The study's objective was to investigate the internal consistency and factor validity of the scale. The technical characteristics of the scale were evaluated by collecting sample data from 178 teachers. The scale's internal consistency was assessed utilizing Cronbach’s Alpha method. The factor validity of the scale was investigated by Confirmatory Factor Analysis. The results showed that Cronbach’s Alpha were between 0.74 and 0.83 for six dimensions (&0.94 for the scale). All dimensions have a high correlation with the entire scale. Also, the fit indices indicated the acceptable suitableness of the model. The findings of the model suitableness evaluation revealed that the 6-factor model has a good correlation with the data. The calculation of the Average Variance Extracted also confirmed the convergent validity of the scale. Hence, compliant with the study outcome, it can be concluded that it can be sufficiently reliable and valid in the case of Ardabil teachers and that moreover it is a suitable tool for measuring the enabling conditions for collective teacher efficacy as well as research, diagnostic and intervention purposes.
کلیدواژه‌ها [English]
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