Scale: Self-efficacy
Related constructProfessionelles Selbstverständnis
Theoretical allocation in original studyTeacher qualification and professional knowledge/Professional knowledge and teacher beliefs/
OriginScale taken over from
SourceOECD, online: TALIS 2013 Technical Report , Paris: OECD Publishing 2014
CitationSee source
Theoretical background--
Target groupTeacher General
Time Period of Data Collection2014
Release date30.06.2020
Number of items12
IntroductionIn your teaching, to what extent can you do the following?
Please select one response in each row.
Items
| Item text | Mean value | Standard deviation | Accuracy |
|---|---|---|---|
| Get students to believe they can do well in school work | 3.31 | 0.72 | -- |
| Help my students value learning | 3.32 | 0.73 | -- |
| Craft good questions for my students | 3.35 | 0.68 | -- |
| Control disruptive behaviour in the classroom | 3.40 | 0.69 | -- |
| Motivate students who show low interest in school work | 3.13 | 0.81 | -- |
| Make my expectations about student behaviour clear | 3.43 | 0.67 | -- |
| Help students think critically | 3.25 | 0.75 | -- |
| Get students to follow classroom rules | 3.43 | 0.66 | -- |
| Calm a student who is disruptive or noisy | 3.33 | 0.71 | -- |
| Use a variety of assessment strategies | 3.27 | 0.73 | -- |
| Provide an alternative explanation, for example when students are confused | 3.51 | 0.63 | -- |
| Implement alternative instructional strategies in my classroom | 3.24 | 0.75 | -- |
Response category
| Value | Meaning |
|---|---|
| 1 | Not at all |
| 2 | To some extent |
| 3 | Quite a bit |
| 4 | A lot |
StudyPISA - Programme for International Student Assessment (2015)