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Development of an Instrument to Assess Prospective Elementary Teacher Self-Efficacy Beliefs about Equitable Science Teaching and Learning (SEBEST)

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Journal of Science Teacher Education

Abstract

This paper presents an overview of the procedures used to develop and validate an instrument to measure the self-efficacy beliefs of prospective elementary teachers about equitable science teaching and learning. The instrument, titled the SEBEST, was based on the work of Ashton and Webb (1986a, 1986b) and Bandura (1977, 1986). It was modeled after the Science Teaching Efficacy Belief Instrument (STEBI) (Riggs, 1988) and the Science Teaching Efficacy Belief Instrument for Prospective Teachers (STEBI-B) (Enochs & Riggs, 1990). Based on the standardized development procedures used and associated evidence, the SEBEST appears to be a content and construct valid instrument, with high internal reliability qualities. "Most probable response" plots are introduced and used to bring meaning to SEBEST raw scores.

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Authors and Affiliations

  1. Elementary Education Department, Millersville University, P.O. Box 1002, Millersville, Pennsylvania, 17552-0302, U.S.A

    Jennifer M. Ritter

  2. School of Education 3068, Indiana University, Bloomington, Indiana, 47405-1006, U.S.A

    William J. Boone

  3. The Pennsylvania State University, World Campus, 211 Mitchell Building, University Park, Pennsylvania, 16802, U.S.A

    Peter A. Rubba

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  1. Jennifer M. Ritter
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  2. William J. Boone
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  3. Peter A. Rubba
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Ritter, J.M., Boone, W.J. & Rubba, P.A. Development of an Instrument to Assess Prospective Elementary Teacher Self-Efficacy Beliefs about Equitable Science Teaching and Learning (SEBEST). Journal of Science Teacher Education 12, 175–198 (2001). https://doi.org/10.1023/A:1016747713585

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