Journal of Education & Social Policy

A Validation of Science Teaching Efficacy Belief Instrument for Biology Teachers
Agu, Philomena; Ramsey, John

Abstract
The state of Texas assumes certification tests with low and high biology contents yield teachers with equal teaching efficacy if candidates did not obtain an undergraduate degree in a teaching subject. But, the sense of efficacy of the generalist-certified teachers who took the test with only 30 percent life science contents may be impacted. Studies have used personal efficacy and outcome expectancy subscales in Science Teaching Efficacy Belief Instrument (STEBI) to measure teacher effectiveness. Few scales exist specifically for subject teachers teaching science in high schools. Hence, STEBI was adapted. This study assessed the validity and reliability of modified STEBI using data from 562 in-service biology teachers in public high schools. Principal Component Analysis supported the validity of the instrument, Confirmatory Factor Analysis failed. The reliability was established with Cronbach’s alpha. The subscales were reliable; alpha was .81 and .81. STEBI could be adapted to study teaching efficacy beliefs of biology teachers.

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