Search results for: Patrick Helen

This study examines the fit between beginning pre-service teachers’ scores from the Teachers’ Sense of Efficacy Scale in two different samples and two plausible rival models: 1-factor and 3-factor. The findings indicated that the 1-factor model resulted in the better fit within both samples. The findings suggest that preservice teachers who lack pedagogical knowledge and teaching experience do not differentiate between the different aspects of teaching measured by the TSES. Based on these results, the authors recommend using the total scale score as an indicator of pre-service teachers’ efficacy beliefs for teaching e at least for those pre-service teachers who have limited teaching experience and knowledge of teaching.