Investigating the Reliability and Construct Validity of a Measure of Preservice Teachers' Self-efficacy for TPACK

Citation data:

Brigham Young University - Provo

Publication Year:
2010
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Repository URL:
https://scholarsarchive.byu.edu/etd/2367; https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3366&context=etd
Author(s):
Smith, Nicolette Michelle
Publisher(s):
Brigham Young University - Provo
Tags:
TPACK; self-efficacy; assessment; construct validity; reliability; exploratory factor analysis; confirmatory factor analysis; Educational Psychology
thesis / dissertation description
The TPACK framework is becoming increasingly pervasive in teacher education. Researchers and practitioners have been seeking reliable and valid ways to measure the constructs associated with the TPACK framework. This study describes the results of both an item review and the reliability and construct validity investigation of the scores from an instrument measuring self-efficacy for the constructs in the TPACK framework. Content-matter experts and the literature were used in order to perform the item review, while both an exploratory and a confirmatory factor analysis were performed in order to assess construct validity. Cronbach's alpha and Raykov's rho were used to assess the reliability. While the reliability was high, the validity was weak. Specific changes to the instrument were suggested as a means of improving validity.