Journal of Educational Psychology [610568]

Journal of Educational Psychology
1984, Vol. 76, No. 4,669-682 American Pi„ it 1984 by the
. Association, Inc.
Teacher Efficacy: A Construct Validation
Sherri Gibson
Clovis Unified School District
Clovis, CaliforniaMyron H. Dembo
University of Southern California
Teacher efficacy has been identified as a variable accounting for individual
differences in teaching effectiveness. The purpose of the present study was
to develop an instrument to measure teacher efficacy, provide construct vali-
dation support for the variable, and examine the relationship between teacher
efficacy and observable teacher behaviors. Factor analysis of responses from
elementary school teachers to a 30-item Teacher Efficacy Scale yielded two
substantial factors that corresponded to Bandura's two-factor theoretical
model of self-efficacy. A multitrait-multimethod analysis that supported
both convergent and discriminant validity analyzed data from teachers on
three traits (teacher efficacy, verbal ability, and flexibility) across two meth-
ods of measurement. Finally, classroom observation data related to academic
focus and teacher feedback behaviors indicated differences between high- and
low-efficacy teachers in time spent in whole class versus small group instruc-
tion, teacher use of criticism, and teacher lack of persistence in failure situa-
tions.
There is evidence that teachers' beliefs
in their abilities to instruct students may
account for individual differences in effec-
tiveness (Armor et al., 1976; Herman &
McLaughlin, 1977; Brookover et al., 1978;
Brophy & Bvertson, 1977). Berman and
McLaughlin (1977), in their evaluation of
100 Title III projects of the 1965 Elementary
and Secondary Education Act, found that
the most important characteristic deter-
mining the effectiveness of change-agent
projects was teachers' sense of efficacy—a
belief that teachers can help even the most
difficult or unmotivated students. Armor
et al. (1976) reached a similar conclusion in
evaluating the effectiveness of the School
Preferred Reading Program in Los Angeles.
These researchers reported that the greater
the teachers' efficacy, the more their stu-
dents advanced in reading achievement.
The measure of teachers' sense of efficacy in
both of these studies was derived from two
questions based on Rotter's (1966) locus of
control construct.
Brookover et al. (1978), in their investi-
gation of school climate variables influencing
achievement, found that teachers in high-
Requests for reprints should be sent to Sherri Gibson,
Director, Auxiliary Education, Clovis, California
93612.achieving schools spent longer proportions
of time in instruction and demonstrated
greater concern and commitment to their
students' achievement. In addition, al-
though the authors did not specifically refer
to teacher efficacy, Brophy and Evertson
(1977) reported that teachers who were
successful in producing student: [anonimizat], they
viewed them as obstacles to be overcome by
discovering appropriate teaching methods,
not as indicators that the students could not
learn.
Although the importance of teachers'
sense of efficacy has been identified, re-
searchers are not certain how to conceptu-
alize and adequately measure the construct.
Denham and Michael (1981) and Ashton and
Webb (1982) developed multidimensional
models of teacher efficacy that were in-
fluenced by Bandura's (1977, 1978) con-
ceptualization of self-efficacy. Bandura
(1977) argued that although locus of control
is primarily concerned with causal beliefs
about action-outcome contingencies or a
person's estimate that a given behavior will
lead to certain outcomes, personal efficacy
569

570 SHERRI GIBSON AND MYRON H. DEMBO
is concerned with the conviction that one can
successfully execute the behavior required
to produce the outcomes. Outcome and ef-
ficacy expectations are differentiated be-
cause individuals can believe that certain
behaviors will produce certain outcomes, but
if they do not believe that they can perform
the necessary activities, they will not initiate
the relevant behaviors, or if they do, they will
not persist.
If we apply Bandura's theory to the con-
struct of teacher efficacy, outcome expec-
tancy would essentially reflect the degree to
which teachers believed the environment
could be controlled, that is, the extent to
which students can be taught given such
factors as family background, IQ, and school
conditions. Self-efficacy beliefs would in-
dicate teachers' evaluation of their abilities
to bring about positive student change.
Bandura's theoretical predictions of initia-
tion and persistence of coping behavior
suggest that persons high on both variables
will respond with active, assured respon-
siveness and persons low on both variables
will give up readily if they do not get results.
One would predict that teachers who believe
student learning can be influenced by ef-
fective teaching, and who also have confi-
dence in their own teaching abilities, should
persist longer, provide a greater academic
focus in the classroom, and exhibit different
types of feedback than teachers who have
lower expectations concerning their ability
to influence student learning.
Teacher interview and correlational data
provide support for at least two different
efficacy dimensions—teaching efficacy and
personal teaching efficacy (Ashton & Webb,
1982; Webb, 1982). However, attempts to
develop more useful measures of teacher
efficacy than the two items used in the
studies by Berman and McLaughlin (1977),
and Armor et al. (1976) have been unsuc-
cessful (Ashton, Olejnik, Crocker, &
MacAuliffe, 1982).
Another area that needs to be addressed
is the relationship between teacher efficacy
and classroom behavior. Research on
teacher use of time and direct instruction
may provide some possible linkage between
teacher efficacy and student learning
(Rosenshine, 1979). The description of ef-
ficacious teachers indicates that they may bemore likely to have a stronger academic focus
in their classrooms. There is evidence from
teacher effectiveness research that the
amount of time spent directly on instruction
is related to gains in student achievement,
whereas time spent in noninstructional ac-
tivities (e.g., games and art) is related to
negative gains (Stallings & Kaskowitz, 1974).
In addition, efficacious teachers may tend to
use elements of direct instruction that in-
clude a pattern of behavior used by effective
elementary teachers: structured academic
activities supervised by the teacher, exten-
sive content coverage, monitoring of student
performance, specific questioning of stu-
dents with immediate feedback, and use of
large group instruction. There may also be
differences in teacher feedback patterns
between high- and low-efficacy teachers.
For example, Good (personal communica-
tion, January 22, 1982) maintained that a
teacher's willingness to stay with a student
in a failure situation is indicative of a
teacher's confidence in his or her teaching
ability and/or the student's ability to
learn.
In attempting to validate the construct of
teacher efficacy, the construct should also be
distinguished from other individual attrib-
utes identified in more effective teachers.
Because verbal ability (Berman &
McLaughlin, 1977; Bowles & Levin, 1968;
Coleman et al., 1966; Ekstrom, 1975b; Han-
usek, 1970) and flexibility (Ekstrom, 1975b)
are related to teacher behavior and student
outcomes, it is important to investigate the
relationship between these variables and
teacher efficacy.
The present investigation was separated
into three distinct phases investigating the
following questions: Phase 1 (factor anal-
ysis): What are the dimensions of teacher
efficacy? How do these dimensions relate
to Bandura's theory of self-efficacy? What
is the internal consistency of the teacher ef-
ficacy measure? Phase 2 (multitrait-mul-
timethod analysis): Does evidence of
teacher efficacy gathered from different
sources in different ways converge? Can
teacher efficacy be differentiated from other
constructs? Phase 3 (classroom observa-
tion): Do high- and low-efficacy teachers
exhibit differential patterns of teacher be-
haviors in the classroom related to academic

TEACHER EFFICACY 571
focus, feedback, and persistence in failure
situations?
Method
Preliminary Scale Development
The development of the Teacher Efficacy Scale began
in a pilot study where 53 sample items were adminis-
tered to 90 teachers. The initial item pool of 53 items
was based on teacher interviews and an analysis of the
literature that reported characteristics of teachers
identified by previous researchers as having a sense of
efficacy. Preliminary data analysis of pilot items in-
volved principal factor analysis, elimination of items
with poor variability, and maintenance only of those
items that loaded clearly on one of the substantial fac-
tors (Gibson & Brown, 1982). These remaining items
were revised to clarify ambiguities and assure proper
item construction. The revised Teacher Efficacy Scale
consisted of 30 items in Likert format.
Phase 1: Factor Analysis
Subjects and instrumentation. Subjects in Phase
1 were 208 elementary school teachers selected from 13
elementary schools (kindergarten through sixth grade)
within two neighboring unified school districts. Their
teaching experience ranged from 1 to 39 years.
Twenty-six percent had 1 to 5 years of experience, 25%
had 6 to 10 years of experience, 23.7% had 11 to 20 years
of experience, and the remaining 16.3% ranged from 21
to 39 years of experience. Approximately 75% of the
sample was female. The teachers completed the pre-
viously piloted Teacher Efficacy Scale (see the Ap-
pendix), consisting of 30 items presented in a Likert
scale format in which the teachers selected a number (1
= strongly disagree to 6 = strongly agree) to indicate
their level of agreement with each individual state-
ment.
Procedure. All subjects were assured of anonymity
and were asked at respective faculty meetings to com-
plete the scale. Most subjects completed the scale
within 15 min.
Data collection and analysis. We used a factor so-
lution of the Statistical Package of the Social Sciences
(SPSS) of principal factoring to analyze the underlying
factor structure of teacher responses to the 30-item
Teacher Efficacy Scale. We used squared multiple
correlations in the main diagonal of the correlation
matrix as communality estimates and used an iteration
procedure for improving estimates of communality.
Two factors were extracted based on Catell's screen
test as well as theoretical concurrence with Banduras
two-factor model of self-efficacy. As suggested by
Rummel (1970), both oblique and orthogonal rotations
were used to compare item loadings and degree of cor-
relations between factors. With delta value set at zero,
the oblique rotation revealed that the.two factors were
only moderately correlated (r = -.19), suggesting that
the two factors represent related, but relatively inde-
pendent, constructs. Because of this moderate corre-
lation as well as the fact that the same items yielded
significant item loadings for both solutions, the or-thogonal factor structure was utilized as the final solu-
tion. A relatively rigorous level for significance of factor
loadings (> .45) was selected as a criterion for inclusion
of individual items in the factor structure.
Phase 2: Multitrait-Multimethod
Analysis
Subjects and instrumentation. Fifty-five teachers
enrolled in graduate education courses at a state uni-
versity in California completed two teacher efficacy,
verbal ability, and flexibility measures. The measures
of teacher efficacy consisted of the Teacher Efficacy
Scale (Phase 1) and a more open-ended measure of
teacher efficacy in which the teachers were asked to
check 10 of 20 variables contributing most to a student's
success or failure in school. Among the 20 items were
10 teacher-related variables such as teacher rapport,
with students, teacher ability to individualize instruc-
tion, and teacher management skills, as well as 10 ex-
ternally related variables such as student intelligence,
parental support, and student home environment. The
measures of verbal ability and flexibility were compo-
nents of the Teacher Aptitude battery of the Beginning
Teacher Evaluation Study, Phase 2,1973-76 (BTES;
Ekstrom, 1975a). The measures of verbal ability were
the Verbal Facility Test (Coleman et al., 1966) and
Controlled Associations Teat (French, Ekstrom, &
Price, 1963). The measures of flexibility were the
Finding Useful Parts and the Planning Test The latter
three tests were adaptations of instruments from the
Educational Testing Service, Kit of Reference Tests for
Cognitive Factors (French et al., 1963).
The Verbal Facility Test consists of 30 items in which
the subject is asked to select from five options the best
word to be used in a blank to complete a sentence.
Ekstrom (1975b) suggested that this instrument was
more nearly a measure of verbal reasoning than a simple
vocabulary test. The reliability in the BTES for the
Verbal Facility Test was found to be .72. The Con-
trolled Association Test consisted of eight items. The
subject was asked to write as many synonyms as possible
for each of these stimulus words. Communalities
(which represent lower boundary reliability estimates)
for this test for two groups of teachers in the BTES were
.67 and .54. Both the Verbal Facility Test and Con-
trolled Association Test had major loadings on the
verbal fluency factor and correlated .35 with each other
(Ekstrom, 1975a, 1975b).
The Finding Useful Parts Test consisted of 10 items.
The subjects was asked to select from five options the
one object that could be used as a makeshift substitute
for a specified purpose when the object usually used is
unavailable. Commonalities established for this test
were .70 and .63 (Ekstrom, 1975a).
The Planning Test was a test of sensitivity to prob-
lems. The subject is asked to indicate what is wrong
with each of several plans presented for solving a variety
of practical problems. Communalities established for
this test were .84 and .64 (Ekstrom, 1975a). Both the
Finding Useful Parts Test and the Planning Test loaded
heavily on the flexibility factor in the BTES.
Procedure. Data were collected at the beginning of
four consecutive class sessions. The Teacher Efficacy
Scale was administered during the first session with

572 SHERRI GIBSON AND MYRON H. DBMBO
subjects given the same general instructions as in Phase
1. The second, more open-ended efficacy measure and
the Verbal Facility Test were administered in the sec-
ond session. The Controlled Associations Test and
Finding Useful Parts Test were administered in the
third session, and the Planning Test was administered
in the fourth class session. The verbal ability and
flexibility measures were administered according to
given standardized procedures.
Data collection and analysis. Data from the three
traits (teacher efficacy, verbal ability, and flexibility)
were analyzed across two methods of measurement
(closed-ended and open-ended), using multitrait-
multimethod matrix method of analysis delineated by
Campbell and Fiske (1959). Correlations of variables
within and between methods were computed for pre-
sentation to examine convergence of the construct
across methods and to determine discriminability of
teacher efficacy from the other constructs.
Phase 3: Classroom Observation
Subjects and instrumentation. A subsample of 8
teachers (4 high efficacy and 4 low efficacy) were se-
lected from the 208 teachers who participated in Phase
1 of the study to serve as subjects in a pilot investigation
of the relationship between teacher efficacy and teacher
classroom behaviors. All teachers were from 2 of the
13 schools to minimize the influence of organizational
variables on teacher efficacy (Fuller, Wood, Rapaport,
& Bornbusch, 1982).
The observation instruments used to code classroom
behavior were a teacher-use-of-time measure and a
question-answer-feedback sequence measure adapted
from Good and Brophy (1973). The teacher-use-of-
time instrument codes a teacher's behavior whenever
activities are introduced or changed by the teacher. It
enables one to measure the proportion of time a teacher
spends on activities related to teaching and academic
learning. The question-answer-feedback sequence
instrument codes teacher and student dyadic behavior
during question and answer interchanges. The quality
of a student's response and the nature of the teacher's
feedback to the student are coded.
Procedure. Factor scores were computed for all
teachers who participated in Phase 1. A high score on
Factor 1 (Personal Teaching Efficacy) indicated high
personal efficacy (or self-efficacy), whereas a low score
on Factor 2 (Teaching Efficacy) indicated high teaching
efficacy (or outcome expectancy). Bandura (1978)
stated that observable behavior is predicted by con-
sidering both a person's self-efficacy and his or her
outcome expectancies. In an attempt to address both
factors simultaneously, 16 teachers from the two se-
lected schools were selected whose Factor 1 and Factor
2 scores fell in opposite ends of the frequency distri-
bution. Eight high-efficacy teachers were selected
whose Factor 1 scores fell within the top 6% of the fre-
quency distribution (high personal teaching efficacy)
and whose Factor 2 scores fell within the bottom 22%
of the distribution (high teaching efficacy). Eight
low-efficacy teachers were selected whose Factor 2
scores fell within the top 27% of the frequency distri-
bution (low teaching efficacy) and whose Factor 1 scores
fell in the bottom 45% of frequency distribution (lowpersonal teaching efficacy). These 16 teachers were
asked to identify themselves by their social security
number and to grant permission for classroom obser-
vations. Twelve of the 16 teachers granted permission
for observation, and the 8 teachers with the most dis-
crepant and equally distributed scores were selected
from among these 12. In order to examine the combined
effects of both factors, a composite teacher efficacy score
was calculated for each teacher by subtracting their
Factor 2 score from their Factor 1 score. Although we
recognize the problem of lowered reliability for differ-
ence scores, the reliability coefficients established in
Phase 1 for both factors and total scale (.78, .75, and .79,
respectively) as well as theoretical concerns support the
use of composite scores in this initial study.
Seven observers were trained to collect data utilizing
videotaped lessons. Interrater reliability ranged from
.73 to .91. Each of the 8 teachers was observed for ap-
proximately 7.5 hr during morning "academic" class-
room time and was observed by three different ob-
servers.
Data collection and analysis. Two types of mea-
sures were derived from the raw coding sheets. Total
minutes allocated by the teachers to each of the obser-
vation categories were used to analyze the data from the
teacher-use-of-time instrument. The second set of
measures was percentage figures derived from the
question-answer-feedback sequence instrument in
which absolute frequency differences across teachers
were statistically controlled in order to .allow a com-
parison of relative differences between groups (Brophy
& Good, 1970; Cooper & Baron, 1977).
The teacher-use-of-time instrument yielded time
allocation measures of high- and low-efficacy teachers
for the following categories: (a) daily rituals, (b) tran-
sitions, (c) whole class, (d) small group academic, (e)
checking seatwork, (f) preparation or paperwork, (g)
intellectual games, (h) unfocused small talk, and (i)
recess. Total academic time was also computed by
summing the total minutes of categories c, d, and e for
each group. The remaining categories observed were
summed to yield a total nonacademic time variable.
Measures of teacher praise and criticism were con-
trolled for absolute frequency differences in students'
correct and incorrect responses. The measure of
teacher praise was derived by dividing the number of
teacher praises by the number of correct student re-
sponses. This praise-per-successful interaction mea-
sure indicates the frequency of rewarding behavior with
the number of correct answers held constant. Similarly,
the number of teacher criticisms was divided by the
number of incorrect student responses.
Data were also analyzed to determine teacher per-
sistence in a failure situation (when student answered
unsuccessfully). Teacher persistence was defined as
the ratio of feedback interactions in which a teacher
either repeated the queston, provided a clue, or asked
a new question following a student's incorrect response.
The number of teacher persistent behaviors was divided
by the total number of student incorrect responses.
Conversely, lack of persistence in failure situations was
defined as the ratio of feedback interactions in which
a teacher either gave the answer, asked another student,
or allowed another student to call out the answers when
a student failed to respond or responded unsuccessfully.
The number of teacher nonpersistent behaviors was

TEACHER EFFICACY 573
divided by the total number of student incorrect re- counting for 10.6% of the total variance,
sponses. One-tailedj tests with the teacher as the unit Each of the remaining factors accounted for
of analysis were used to analyze differences between , ,, „„, ,.,, , , , . m 1.1 i
high- and low-efficacy teachers in teacher behaviors }e9S than 6% of *he tota* variance. Table 1
related to academic focus, teacher feedback, and teacher includes these items that loaded on each
persistence. factor.
Factor 1 appears to represent a teacher'sPhase 1: Factor Analysis gense of personai teaching efficacy, or belief
Results • that one has the skills and abilities to bring
about student learning. This dimension
Three questions were the focus of Phase corresponds to the specific item used in
1: What are the dimensions of Teacher Ef- previous research (Herman & McLaughlin,
ficacy? How do these dimensions relate to 1977; Armor et al., 1976), "If I really try hard,
Bandura's theory of self-efficacy? What is I can get through to even the most difficult
the internal consistency of the teacher eff i- or unmotivated students." All of the items
cacy measure? included in Factor 1 reflect the teacher's
Two substantial factors emerged from the sense of personal responsibility in student
factor analysis, with Factor 1 accounting for learning and/or behavior and correspond to
18.2% of the total variance and Factor 2 ac- Bandura's self-efficacy dimension.
Table 1
Factor Item Loading
Factor
Item no. loading Item
Item loadings on Factor 1 (Personal Teaching Efficacy)
21 .61 If a student masters a new math concept quickly, this might be because I
knew the necessary steps in teaching that concept.
19 .55 When the grades of my students improve it is usually because I found more
effective teaching approaches.
15 .53 When I really try, I can get through to most difficult students.
24 .51 If a student did not remember information I gave in a previous lesson, I
would know how to increase his/her retention in the next lesson.
1 .49 When a student does better than usual, many times it is because I exerted a
little extra effort.
25 .49 If a student in my class becomes disruptive and noisy, I feel assured that I
know some techniques to redirect him quickly.
29 .48 If one of my students could not do a class assignment, I would be able to
accurately assess whether the assignment was at the correct level of
difficulty.
12 .46 When a student is having difficulty with an assignment, I am usually able to
adjust it to his/her level
14 .46 When a student gets a better grade than he usually gets, it is usually because
I found better ways of teaching that student.
Item loadings on Factor 2 (Teaching Efficacy)
16 .65 A teacher is very limited in what he/she can achieve because a student's
home environment is a large influence on his/her achievement.
6 .60 If students are not disciplined at home, they aren't likely to accept any
discipline.
2 .54 The hours in my class have little influence on students compared to the
influence of their home environment.
4 .54 The amount that a student can learn is primarily related to family
background.
27 -.52 The influences of a student's home experiences can be overcome by good
teaching.
23 .52 If parents would do more with their children, I could do more.
30 .45 Even a teacher with good teaching abilities may not reach many students.

574 SHERRI GIBSON AND MYRON H. DEMBO
The second dimension that is reflected in
Factor 2 represents a teacher's sense of
teaching efficacy, or belief that any teacher's
ability to bring about change is significantly
limited by factors external to the teacher,
such as the home environment, family
background, and parental influences. This
dimension reflects the teacher's belief about
the general relationship between teaching
and learning and is represented by the sec-
ond item used in previous research (Herman
& McLaughlin, 1977; Armor et al., 1976),
"When it comes right down to it, a teacher
really can't do much because most of a stu-
dent's motivation and performance depends
on his or her home environment." This
second factor clearly corresponds to Ban-
dura's outcome expectancy dimension.
Analysis of internal consistency reliabili-
ties yielded Cronbach's alpha coefficients of
.78 for the Personal Teaching Efficacy factor,
.75 for the Teaching Efficacy factor, and .79
for the total 16 items.
Because acceptable reliability coefficients
resulted from only 16 of the original 30 items,
further research is suggested with a revised
scale of 16-20 items. Analyses in all three
phases of the present study were based on
responses to the 16 of the original 30 items
that yielded significant loadings on one of
the two factors.
Discussion
The two resulting dimensions clearly
conform to Bandura's conceptualization of
self-efficacy and support Ashton and Webb's
(1982) model of teacher efficacy. As men-
tioned previously, Bandura proposed that
one's behavior is determined by both a gen-
eral outcome expectancy (belief that be-
havior will lead to desirable outcomes) as
well as a sense of self-efficacy (belief that one
has the requisite skills to bring about the
outcome). When applied to the construct
of teacher efficacy, outcome expectancy
would essentially reflect the degree to which
students can be taught given their family
background, socioeconomic status (SES),
and school conditions. This dimension is
clearly represented by the second factor,
Teaching Efficacy. Bandura's self-efficacy
dimension would indicate a teacher's rating
of his or her own abilities to perform thenecessary tasks to bring about positive stu-
dent change and is clearly represented by the
first factor, Personal Teaching Efficacy.
Internal consistency reliability of the
Teacher Efficacy Scale is evident in the
current study and is essential to the suc-
cessful development of a scale of teacher
efficacy. Not only is reliability of the scale
important in and of itself but it is crucial to
the establishment of construct validity.
Results indicate that teacher efficacy, as
measured by the Teacher Efficacy Scale, is
multidimensional and comprises at least two
clearly distinguishable factors. These fac-
tors are only moderately correlated, which
further emphasizes the need to investigate
teacher efficacy from a multidimensional
approach. The two scales that resulted from
the current study appear to measure reliably
these constructs in terms of internal consis-
tency and lend support to the applicability
of Bandura's conceptualization of self-effi-
cacy in research on teacher efficacy.
Phase 2: Multitrait-Multimethod
Analysis
Results
The following questions directed Phase 2
of the research study: Does evidence of
teacher efficacy gathered from different
sources in different ways converge? Can
teacher efficacy be differentiated from other
constructs?
Intercorrelations between three traits
(verbal ability, flexibility, and teacher effi-
cacy) across two methods (closed-ended and
open-ended format) are presented in a
multitrait-multimethod matrix in Table 2.
This matrix can help one identify categories
that pass specified tests of convergent and
discriminant validity.
Evidence of teacher efficacy gathered
through both a closed-ended additive scale
format as well as a more open-ended format
converge, as indicated by a positive correla-
tion of .42 (p < .001). All three traits-(i.e.,
verbal ability, flexibility, and teacher effi-
cacy) pass the criteria for convergent validity
because the validity diagonal values of all
three traits were found to be significant be-
yond the .05 level (.30, .39, and .42, respec-
tively). Because all three traits pass the test

TEACHER EFFICACY 575
Table 2
Multitrait-Multimethod Matrix
MethodMethod 1
(closed-ended)Method 2
(open-ended)
Verbal
ability Flexibility EfficacyVerbal
ability Flexibility Efficacy
1 (closed-ended)
Verbal ability
Flexibility
Efficacy
2 (open-ended)
Verbal ability
Flexibility
Efficacy(.72)
.25
.27 ,22
.30 .12 .08
\ \.26 "X .39 %NN .21X— -^
L.09 -.06 N-N .42(.67, .54)
Note. The validity diagonal values are the three underlined values. Each heterotrait-monomethod triangle
is enclosed by a solid line. Each heterotrait-heteromethod triangle is enclosed by a broken line. Reliability
coefficients and/or communality estimates are enclosed in parentheses and are derived from previous research
with these instruments.
for convergent validity, the next step is to
examine for discriminant validity.
Discriminant validity must be assessed in
two steps. First, each validity value must be
compared with all values in its row and col-
umn in the heterotrait-heteromethod
(broken line) block to determine whether the
correlations between different methods
(heteromethod) of measuring the same trait
exceed correlations between that trait and
other traits (heterotrait) not having method
in common.
The validity value for teacher efficacy
meets this first criterion, lending support to
discriminant validity. The correlation of
teacher efficacy when measured by two
methods (r = .42) exceeds both the correla-
tions between teacher efficacy and verbal
ability not having method in common (r =
.08, r = .09) and between teacher efficacy
and flexibility not having method in com-
mon (r = ,21, r = -.06).
The validity values for verbal ability and
flexibility also meet this first criterion for
discriminant validity. The correlation of
verbal ability when measured by two meth-
ods (r = .30) exceeds both the correlationbetween verbal ability and teacher efficacy
not having method in common (r = .08, r =
.09) and between verbal ability and flexi-
bility not having method in common (r = .12,
r = .26). The correlation of flexibility when
measured by two methods (r = .39) exceeds
both the correlation between flexibility and
teacher efficacy not having method in com-
mon (r = .21, r = -.06) and between flexi-
bility and verbal ability not having method
in common (r = .12, r = .26).
The second step in determining discrim-
inant validity is completed by comparing
each trait's validity value with values in the
heterotrait-monomethod (solid line) trian-
gles in which that trait is involved. This
step determines whether the correlation
between different methods (heteromethod)
of measuring the same trait (monotrait) ex-
ceeds correlations between that trait and
other traits that have method in common.
Teacher efficacy as well as verbal ability
and flexibility meet this criteria, although
the validity coefficient for verbal ability (r
= .30) only slightly exceeds some of the other
comparative values (r = .27, r = .25). The
values in the monomethod (closed-ended),

576 SHERRI GIBSON AND MYRON H. DEMBO
solid-lined triangle are somewhat elevated,
indicating shared method variance when the
three traits are measured by the closed-
ended method as compared to the open-
ended method. However, the efficacy va-
lidity diagonal value of .42 indicated that
trait variance for teacher efficacy exceeded
method variance, or is independent of
method, a strong support for discriminant
validity.
A third criterion for discriminant validity
is that the same pattern of trait interrela-
tionship be shown in all of the heterotrait
triangles of both the monomethod and het-
eromethod blocks. The pattern of coeffi-
cients in Table 2 indicates that although
there is a similar pattern between one of the
heteromethod triangles (broken line, .26, .09,
and -.06) and the open-ended monomethod
triangle (solid line, .27, -.06, and .09), the
other two triangles deviate from this pattern.
However, note that the differences between
some of the coefficients are quite small; and
without considering measurement error, it
is difficult to ascertain one definitive pattern
of trait interrelationship. Magnusson (1967)
pointed out that because of the difficulty of
judging the effect of unreliability in a matrix,
this last requirement appears unrealistic and
impossible to maintain rigorously.
Discussion
Phase 2 of the study lends considerable
support to both the convergence of teacher
efficacy when measured by two different
approaches and discriminability from other
constructs already in use. Current results
verify the distinction between teacher effi-
cacy and two other constructs (verbal ability
and flexibility) already identified in the re-
search as present in effective teachers and
lend validation support for the use of the
Teacher Efficacy Scale to measure the con-
struct of teacher efficacy.
Phase 3: Classroom Observation
Results
The following question was investigated
in Phase 3 of the study: Do high- and low-
efficacy teachers exhibit differential patterns
of teacher behaviors in the classroom relatedTable 3
Means and Standard Deviations of Time
Allocation (Min) for Teacher-Use-of-Time
Variables
High efficacy Low efficacy
Variable M SD M SD
Total academic time
Whole class
Small group
Checking seatwork
Total nonacademic time
Daily rituals
Transition
Preparation/paperwork
Intellectual games
Unfocused small talk
Recess234.0
65.5
124.8*
43.8
210.3
22.8
42.0
39.5
0.0*
5.0
74.061.9
41.8
12.7
37.5
64.4
11.6
9.1
34.7
0.0
3.7
15.6271.5
30.0
214.5*
27.0
172.0
21.5
47.8
16.3
10.5*
3.0
71.824.9
32.7
79.4
27.0
12.5
11.7
15.1
19.7
10.1
2.6
7.0
* p < .05, one-tailed.
to academic focus, feedback, and persistence
in failure situations?
The limited sample size (n = 8) and the
pilot nature of this phase of the investiga-
tion were recognized and thus raw data were
reported and interpreted descriptively, as
recommended by Cooper and Good (1983).
Means and standard deviations of time
allocation variables are presented in
Table 3.
When teacher-use-of-time variables were
collapsed into academic and nonacademic
totals, a significant difference between high-
and low-efficacy teachers did not result.
However, within the academic subcategories
interesting differences in pattern of in-
struction between these two groups of
teachers emerged. A significant difference
was noted in the amount of time spent in
small group instruction, £(6) = 2.23, p < .05.
Low-efficacy teachers spent almost one half
of their observed time (M = 214.5 min) in
small group instruction, whereas high-effi-
cacy teachers spent 28% of their time (M =
124.8 min) in small groups. In addition, al-
though not statistically significant, high-
efficacy teachers in this sample spent an
average of 65.5 min in whole group instruc-
tion as compared to 41.8 min for low-efficacy
teachers. High-efficacy teachers also spent
more time monitoring and checking seat-
work.
Within the nonacademic subcategories,
high- and low-efficacy teachers tended to

TEACHER EFFICACY 577
allocate similar proportions of time, with the
exception of the use of intellectual games
and preparation or paperwork. It is inter-
esting to note that although low-efficacy
teachers spent a relatively small portion (2%)
of their time (M = 10.5 min) in intellectual
games, no observations of this type of ac-
tivity occurred in rooms of high-efficacy
teachers, t(6) = 2.01, p < .05. High-efficacy
teachers also tended to spend more time (M
= 39.5 min) in preparation or paperwork
than low-efficacy teachers (M = 16.3 min).
Table 4 presents the means for praise per
correct student answer and criticism, per-
sistence, and lack of persistence per incorrect
student answer. Analysis of these teacher
feedback patterns yielded a significant dif-
ference between groups on teacher criticism
following a student's incorrect response, t(6)
= 5.17, p < .01. When students gave an in-
correct response to low-efficacy teacher
questions, 4% of these interactions resulted
in teacher feedback in the form of criticism.
However, no observations of criticism oc-
curred in any of the high-efficacy teachers'
rooms. Although the difference in praise
per correct answer is small, the mean dif-
ference is in favor of high-efficacy
teachers.
Analysis of teacher persistence and lack of
persistence indicates that although there was
not a significant difference in persistence
(defined as the ratio of feedback interactions
to student failures in which a teacher either
Table 4
Means and Standard Deviations of Praise per
Correct Answer and Criticism, Persistence,
and Lack of Persistence per Incorrect Answer
High efficacy Low efficacy
Variable M SD M SD
0,03 0.03 0.01 0.02Praise per correct
answer
Criticism per
incorrect answer 0.00* 0.00 0.04* 0.02
Persistence per
incorrect answer 0.75 0.37 0.66 0.34
Lack of persistence
per incorrect
answer 0.38* 0.11 0.67* 0.12
Note. Means and standard deviations are presented
as ratio figures.
* p < .01, one4ailed.repeated the question, provided a clue, or
asked a new question), the mean difference
was again in favor of the high-efficacy
teachers. A significant difference did result
in lack of persistence, i(6) – 3.29, p < .01.
Low-efficacy teachers were more likely to go
on by giving the answer, asking another
student, or allowing another student to call
out before a student gave the correct re-
sponse. It appears that although both high-
and low-efficacy teachers did provide stu-
dents further opportunities to correct their
responses (persistence), high-efficacy
teachers were more effective in leading stu-
dents to correct responses through their
questioning, whereas low-efficacy teachers
would go on to other students or another
question (lack of persistence) before the
student arrived at the correct response.
Discussion
Academic focus. A number of studies
have revealed that successful teachers
maintain a strong academic focus and spend
less time in nonacademic activities. At-
tempts to look at global academic time by
collapsing academic and nonacademic
categories of the teacher-use-of-time mea-
sure failed to yield significant results. As
noted by other researchers, the amount of
time a teacher allocates for academic in-
struction, the time a teacher is actually en-
gaged in that instruction, and the time a
student is engaged may all be quite different
amounts of time. Rosenshine (1979) re-
ported that in studies considering only al-
located time most of the results tend to be
nonsignificant. It appeared that academic
time coding in the present study was more a
reflection of allocated time and organization
than of academically engaged time or aca-
demic focus. Although the teacher-use-
of-time measure coded the activity that the
teacher had allocated time for and was en-
gaged in, it did not reflect in any way the
students' engagement rates, and anecdotal
observation data as well as observed group-
ing differences suggested that differences in
student engagement rates may have existed
between high- and low-efficacy teachers.
In the present study, low-efficacy teachers
spent an average of 2.4% of their time (M =
10.5 min) in intellectual games. Although

578 SHERRI GIBSON AND MYRON H. DEMBO
; this percentage is small, it is particularly
interesting when compared to the fact that
none of the high-efficacy teachers allocated
any time during observations to intellectual
games. Stallings and Hentzell (1979) found
that the use of games and other nonacademic
materials was more frequently observed in
less effective teachers' classrooms.
Student grouping. The differences be-
tween groups on the teacher-use-of-time
variables presented an interesting picture of
very different kinds of classroom organiza-
tions and use of whole class and small group
instruction. High-efficacy teachers allo-
cated an average of 124.8 mjn (28%) to small
group instruction, whereas low-efficacy
teachers were involved in small groups an
average of 214.5 min (48%). In addition, it
is interesting that although both groups
utilized some small group instruction, par-
ticularly for reading instruction, there was
a distinct impression that this format was
more rigidly adhered to by the low-efficacy
teachers. Low-efficacy teachers were ob-
served to appear flustered if there was any
interruption of their routine while they were
engaged with small groups, whereas the
high-efficacy teachers seemed to utilize this
format with more ease and flexibility. Al-
though no empirical data was collected, an-
ecdotal comments indicated that the low-
efficacy teachers were less likely to exhibit
a sense of "withitness" (Kounin, 1970) while
in small groups. As a result, many of the
students in the remainder of the class spent
much time off task without redirection from
the teacher. In contrast, high-efficacy
teachers were observed to redirect students
who were working independently, answer
questions of students who came up to the
small group, and in general achieved more
student on-task behavior in the entire class
while they were instructing small groups.
High-efficacy teachers also allocated twice
the amount of time to whole class instruction
than did low-efficacy teachers. During these
times, every student was expected to be en-
gaged in the activity the teacher was di-
recting. Because student on-task behavior
variables were not included in the present
study, these impressions were not statisti-
cally verified.
The findings of differences in student
grouping have consistently been found in theteacher effectiveness literature. More ef-
fective teachers conducted more large group
and/or whole class instruction while less ef-
fective teachers worked with individual
students, small groups, or had students
working independently (Crawford & Stall-
ings, 1978; Medley, 1978; Stallings & Hent-
zell, 1979). Rosenshine (1979) stated that
such studies indicate that students spend
more time off task and in transition when
they are working alone, whereas the use of
large group settings allows for more adult
supervision. It is likely that when teachers
are only working with individual or small
groups of children they are unable to provide
supervision for the rest of the students, who
as a result attain less academically engaged
time. The present data suggest that high-
efficacy teachers may achieve higher student
engagement rates by utilizing whole class
instruction and may be better able than
low-efficacy teachers to keep other students
engaged while instructing small groups.
Further research is needed to substantiate
the relationship between high- and low-ef-
ficacy teachers and student engagement
rates and whole group instruction.
Feedback patterns. In the literature re-
lated to teacher expectations, differential
teacher feedback behaviors have been found
to be demonstrated by many teachers toward
high- and low-expectation students. Good
(1981) reported that not staying with low-
expectation students in failure situations,
criticizing low-expectation more frequently
than high-expectation students for incorrect
responses, and praising low-expectation less
frequently than high-expectation students
after correct answers, are among the behav-
iors consistently found in teacher expecta-
tion research.
There has been recognition that expecta-
tion effects do not occur invariantly across
teachers. Cooper, Hinkel, and Good (1980)
noted behavior differences among teachers
at both the intraclass and interclass levels of
analysis. Brophy and Good (1974) pointed
out that style differences among teachers
influence expectation effects. These noted
style differences may in fact be a result of the
degree of teacher efficacy a teacher pos-
sesses.
Trends revealed in, the present study
suggest that more general expectations such

TEACHER EFFICACY 579
as those inherent within the construct of
teacher efficacy may influence feedback
behaviors and teacher persistence. Those
teache'rs who in general expect students to
learn and who have confidence in their
ability to teach may communicate higher
expectations by providing less criticism to
students and persisting with students until
they respond correctly rather than going on
to another student or another question. We
must emphasize that caution must be taken
in reaching any conclusion regarding the
classroom behaviors of high- and low-effi-
cacy teachers until larger samples of teachers
are studied. The present data do suggest
several important hypotheses for future re-
search.
General Discussion
General conclusions can be made within
the limitations of the present study.
Teacher efficacy is multidimensional, con-
sisting of at least two dimensions that cor-
respond to Bandura's two-component model
of self-efficacy. The measures of teacher
efficacy identified through different meth-
ods converge, while at the same time they
can be differentiated from verbal ability and
flexibility. Finally, preliminary classroom
observation data suggest that teacher effi-
cacy may influence certain patterns of
classroom behavior known to yield achieve-
ment gains.
A number of research issues should be
addressed in future investigations: First,
further elements of Bandura's theory of
self-efficacy should be explored as they re-
late to teacher efficacy. For example, Ban-
dura speaks of dimensions of generality,
magnitude, and strength of self-efficacy.
When applied to teachers, it may be that
generality relates to the extent to which a
teacher feels efficacious in a variety of
teaching situations rather than a narrowly
defined range of situations. Magnitude may
be reflected in the degree of difficulty of the
task for which a teacher feels efficacious, and
strength may be manifest in the relative ease
or difficulty with which it may be modi-
fied.
Second, further research on the validation
and refinement of the Teacher Efficacy Scale
is needed, especially comparing the twofactors of the scale to the two items previ-
ously discussed (Berman & McLaughlin,
1977; Armor et al, 1976). Also, construct
validation should continue to be investigated
across different populations and settings.
Further factor analytic studies, including use
of LISREL procedures, should be used to
confirm further the trait and factor struc-
ture.
Third, investigation of the relationships
between teacher characteristics (i.e., sex,
years of teaching experience, grade levels,
and personal attributes) and sense of efficacy
is needed. Relationships with situational
and organizational variables should also be
investigated because teacher efficacy is likely
to be situation specific and may not gener-
alize from one setting to another (e.g., high
SES school to low SES school).
Fourth, the relationship between teacher
efficacy and teacher task persistence should
be expanded beyond analysis of teacher
feedback responses. Other task persistence
measures, such as use of mastery teaching
techniques, criteria for advancement in
curricular materials, and requests that stu-
dents make corrections, should be ex-
plored.
Fifth, any subsequent investigations of the
relationship between teacher efficacy and
observable classroom process variables
should include measures of student en-
gagement rates or on-task behaviors.
Teacher behavior variables that can increase
student engagement rates should be ex-
plored such as how feedback is provided to
students who are working independently and
physical proximity of teacher to students.
Sixth, the relationship between teacher
efficacy (and each of its components) and
student achievement should be examined.
It must be determined whether measures of
teacher efficacy predict student achievement
in different settings and type of courses.
Finally, study of the relationship between
teacher efficacy and teacher decision mak-
ing, particularly in the area of classroom
organization and management, is needed.
Perhaps decisions such as student grouping
decisions are based on the sense of confi-
dence a teacher feels in achieving instruc-
tional goals, being able to manage the be-
havior of students, or being in control of the
instructional setting. Intervention and/or

580 SHERRI GIBSON AND MYRON H. DEMBO
modification of teacher decision making in
these areas would be more effective with a
clearer understanding of a teacher's under-
lying motivational structure.
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Appendix
TEACHER EFFICACY SCALE
© 1983 SHERRI GIBSON, PH.D.
Please indicate the degree to which you agree or disagree with each
statement below by circling the appropriate numeral to the right of each
statement.
1. When a student does better than usual, many times it is because I
exerted a little extra effort. 1 23456
2. The hours in my class have little influence on students compared to the
influence of their home environment. 1 23456
3. If parents comment to me that their child behaves much better at school
than he/she does at home, it would probably be because I have some
specific techniques of managing his/her behavior which they may lack. 1 2 34 5 6
4. The amount that a student can learn is primarily related to family
background. 12 3 4 5 6
5. If a teacher has adequate skills and motivation, she/he can get through
to the most difficult students. 123456
6. If students aren't disciplined at home, they aren't likely to accept any
discipline. 1 2 3 45 6
7. I have enough training to deal with almost any learning problem. 1 23456
8. My teacher training program and/or experience has given me the
necessary skills to be an effective teacher. 1 2 34 5 6
9. Many teachers are stymied in their attempts to help students by lack of
support from the community. 1 23456
10. Some students need to be placed in slower groups so they are not
subjected to unrealistic expectations. 123456
11. Individual differences among teachers account for the wide variations
in student achievement. 1 23456
12. When a student is having difficulty with an assignment, I am usually
able to adjust it to his'/her level. 123456
13. If one of my new students cannot remain on task for a particular
assignment, there is little that I could do to increase his/her attention until
he/she is ready. 1 23456
14. When a student gets a better grade than he usually gets, it is usually
because I found better ways of teaching that student; 1 23456
15. When I really try, I can get through to most difficult students. 123456
16. A teacher is very limited in what he/she can achieve because a
student's home environment is a large influence on his/her achievement. 1 23456

582 SHERRI GIBSON AND MYRON H. DEMBO
10
Teacher Efficacy Scale, continued
17. Teachers are not a very powerful influence on student achievement
when all factors are considered. 123456
18. If students are particularly disruptive one day, I ask myself what I have
been doing differently. 1 23456
19. When the grades of my students improve it is usually because I found
more effective teaching approaches. 1 23456
20. If my principal suggested that I change some of my class curriculum, I
would feel confident that I have the necessary skills to implement the
unfamiliar curriculum. 1 23456
21. If a student masters a new math concept quickly, this might be because
I knew the necessary steps in teaching that concept. 123456
22. Parent conferences can help a teacher judge how much to expect from a
student by giving the teacher an idea of the parents' values toward
education, discipline, etc. – 123456
23. If parents would do more with their children, I could do more. 1 23456
24. If a student did not remember information I gave in a previous lesson, I
would know how to increase his/her retention in the next lesson. 1 23456
25. If a student in my class becomes disruptive and noisy, I feel assured
that I know some techniques to redirect him quickly. 1 23456
26. School rules and policies hinder my doing the job I was hired to do. 123456
27. The influences of a student's home experiences can be overcome by
good teaching. 1 23456
28. When a child progresses after being placed in a slower group, it is
usually because the teacher has had a chance to give him/her extra
attention. 123456
29. If one of my students couldn't do a class assignment, I would be able to
accurately assess whether the assignment was at the correct level of
difficulty. 123456
30. Even a teacher with good teaching abilities may not reach many
students. 1 " 2 3 45 6
Received March 25,1983
Revision received October 3,1983