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Revisiting the STEBI-B: Measuring Self-Efficacy in Preservice Elementary Teachers

Posted on: Thursday, 23 December 2004, 03:01 CST

The Science Teaching Efficacy Belief Instrument-Preservice (STEBI- B) has been used in many studies to measure science teaching self- efficacy and outcome expectancy in preservice elementary teachers. Since its development in 1990, there have been no studies that have re-examined its internal validity and reliability. The purpose of this study was to do so. Two hundred ninety preservice elementary teachers participated in this study. The STEBI-B was administered at the beginning of science methods courses. A factor analysis established that the two subscales, Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE), on the STEBI-B were homogeneous, and loadings were comparable to those reported by Enochs and Riggs (1990). Two items on the STOE were found to exhibit cross-loading on the factor analysis, as well as low item-total correlations. These two items were modified and the revised instrument administered to 86 new participants. Both revised items loaded more clearly on the STOE subscale, and item-total correlations were stronger. Comparison of means analyses showed that gender, number of science courses taken, and school science experiences had significant associations with PSTE. The STEBI-B continues to be employed in hundreds of studies to measure science teaching self-efficacy. It is important to continue to monitor its reliability and validity, as well as check on associations with various background variables. The modified STEBI- B is included in an appendix with this article.

Science teacher education has many aims, but from a novice teacher's perspective, feeling confidence in their ability to teach science successfully in the classroom is a real concern (Scharmann, & Orth Hampton, 1995). Without confidence, based on a healthy personal science teaching self-efficacy belief, teachers are less likely to teach science (Ramey-Gassert & Shroyer, 1992). Therefore, it is important that researchers develop valid and reliable instruments to measure changes in perceived personal science teaching self-efficacy.

Based on their conviction that preservice teachers' beliefs about science teaching and learning were a limiting factor to their development as teachers in elementary preservice methods courses, Enochs and Riggs (1990) developed a research program based on Bandura's self-efficacy theory. They urged that the early detection of low self-efficacy in elementary science teaching was critical to any teacher preparation program.

An important contribution was the development of a valid and reliable instrument, the Science Teaching Efficacy Belief Instrument- Preservice (STEBI-B); (Enochs & Riggs, 1990) that could be administered to measure the two components in this theory. The STEBI- B is aone-page, 23-item instrument containing items such as, "I will typically be able to answer students' science questions." Preservice teachers indicate that they either agree or disagree with such a statement by choosing from a 5-point likert scale, ranging from strongly agree to strongly disagree. Their responses totaled over the 23 items provide a measure of their self-efficacy beliefs.

L. Enochs (Personal communication, April 8, 2002) recommended that the STEBI-B not only be utilized in more research studies in order to establish a measure of cross-validation and reliability, but that validation of an instrument is an ongoing process requiring close scrutiny and persistent cross-checking. The purpose of this present study was to re-examine the reliability and internal validity of the STEBI-B 14 years after the original development of the instrument. Further, it explored anypossible relationships of gender, ethnicity, age, teaching experience, science courses, and school science learning experiences to STEBI-B scores.

This study was informed by literature on Bandura's theory of social learning as a model for understanding science teaching self- efficacy, studies of preservice elementary science teaching self- efficacy that have employed the STEBI-B, and the development of other instruments measuring preservice self-efficacy based on the STEBI-B.

Bandura's Theory of Social Learning

Bandura's (1977) theory of social learning provides a useful framework for examining the construct of personal science teaching self-efficacy from a cognitive science perspective. Simply put, Bandura's theory posits that people are motivated to perform an action if they believe the action will have a favorable result (outcome expectation), and they are confident that they can perform that action successfully (self-efficacy expectation). The STEBI-B was constructed to measure these two components. Self-efficacy has been studied from many perspectives (Tschannen-Moran, Hoy, & Hoy, 1998). However, Bandura's model has most often been employed as a theoretical framework in studying science teaching self-efficacy in science education research.

From an exhaustive review of the literature, Bandura (1997) concluded that the evidence across studies is consistent in showing that "perceived self-efficacy" contributes significantly to level of motivation and performance accomplishments. Bandura (2000) embraced an integrated perspective for human performance in which social influences operate through psychological mechanisms.

People are producers as well as products of social systems. By exercising self-influence, human agency operates generatively and proactively rather than just reactively. Social structures are created by efficacious human activity. The structural practices, in turn, impose constraints and provide resources and opportunity structures for personal development and functioning. (Bandura, 2000, p. 29)

STEBI-B and Studies of Preservice Elementary Self-Efficacy

Several researchers have employed the STEBI-B to explore issues of self-efficacy in preservice elementary teachers. The total subscale scores for Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE) have been used to draw interpretations about measured changes in teaching self- efficacy of participants involved in various interventions. For example, Jarrett (1999) studied 112 preservice teachers participating in a field-based elementary science teaching methods course. The course was designed to "teach science content and inquiry methods in such a way that those teaching children K-5 would feel confident, skilled, and motivated to integrate inquiry science into the curriculum." The study showed that both interest and confidence (as measured by the STEBI-B) in teaching science increased. Jarrett argued that the increase in science content knowledge (often based on hands-on science activity experiences) was the most important factor in this improvement.

Wingfield, Freeman, and Ramsey (2000) carried out a study aimed at measuring the impact of a teacher preparation program on students by the end of their first year of teaching (N = 131 for the pre/ post program and N = 31 in the follow-up after 1 year teaching group). The preservice teachers observed science lessons taught by the site-based elementary teachers, assisted in small group instruction, and planned and taught a science lesson at the end of their experience. This study showed that participants' teaching confidence increased after this program, as measured by the STEBI- B. A follow-up administration of the STEBI-B showed that these same preservice teachers maintained this higher level of self-efficacy at the end of their first year of teaching.

Also using the STEBI-B, Tosun (2000) studied the relationship of prior science coursework with self-efficacy in 35 preservice teachers. The study showed that, although science content knowledge should be addressed in a methods course, it is difficult to include enough. Extending this idea, Bleicher (2001, 2002) and Bleicher and Lindgren (2002) used the STEBI-B to help examine the relationship between success in learning science and development of self- efficacy. Students were able to understand science concepts and construct connections between those concepts as they progressed in the methods course. The findings of these studies support the development of self-efficacy and conceptual understanding as a first principle in an elementary science teaching methods course. These findings are in accordance with findings by Settlage (2000), working with self-efficacy and the learning cycle, Schoon and Boone (1998) in the area of alternative conceptions, and Stevens and Wenner (1996), with science content knowledge.

All of these studies employed the STEBI-B as the primary instrument to measure teaching confidence and outcome expectancy, and the validity and reliability of the instrument were assumed to be intact. Due to this repeated use, it is prudent to examine the STEBI-B more closely. To understand this examination better, it is helpful to review the development of other instruments that used the STEBI-B as a model.

Instruments Developed From the STEBI-B

Gibson and Dembo (1984) developed one of the earliest instruments designed to measure self-efficacy beliefs in teachers. Their instrument contained two scales. The first scale measured teachers' beliefs that they felt confident to teach effectively and that they could help im\prove student achievement, which Gibson and Dembo called "personal teaching efficacy." The second scale measured teachers' belief that their impact on student achievement was limited by external factors, such as a student's socioeconomic background and home environment, which Gibson and Dembo called "teaching efficacy." Their instrument measured a general pedagogical self-efficacy, not specific to any content area.

Building on Gibson and Dembo's approach, Riggs (1988) and Riggs and Enochs (1990) developed an instrument designed to measure in- service science teaching self-efficacy beliefs, the Science Teaching Efficacy Belief Scale (STEBI-A). The STEBI-A contained 25 items measuring two scales with names more clearly denoting their relationships with Bandura's two-factor theory, Personal Science Teaching Efficacy Belief and Science Teaching Outcome Expectancy.

Enochs and Riggs (1990) developed the STEBI-B, which modified the STEBI-A in order to measure science teaching efficacy beliefs in preservice teachers. The STEBI-B dropped two of the original items from the STEBI-A, modified the verb tenses in the items to reflect the future orientation to teaching of preservice teachers, and maintained the naming of the two scales. No further development was proposed for the STEBI-B, which was employed in numerous studies of preservice science teaching self-efficacy, as previously presented. However, several instruments were subsequently developed during the 1990s (based directly on the STEBI-B) that informed this present reexamination of the original instrument.

Using the STEBI-B as a starting point, the STEBI-CHEM (Rubeck & Enochs, 1991), was created to measure teaching confidence in teaching chemistry. Likewise, the STEBI-B was used as a model to develop The Self Efficacy Beliefs About Equitable Science Teaching (SEBEST) instrument, which measures teacher beliefs toward science teaching and learning in regard to considerations of ethnicity, language minorities, gender, and socioeconomic factors (Ritter, Boone, & Rubba, 2002). The SEBEST is currently being modified to include gifted and talented students in its concept of diverse learners (Ritter, Boone, & Rubba, 2002).

The Mathematics Teaching Efficacy Belief Instrument (MTEBI) was developed based on the STEBI-B to measure both self-efficacy and outcome expectancy of preservice teachers in the area of teaching mathematics (Enochs, Smith, & Huinker, 2000). It was valuable to this present study due to the data describing details of individual items composing the instrument, as well as the overall test statistics for the two scales. Specifically, STEBI-B Items 10 and 13 were removed to develop the final form of the MTEBI. These same two items were found to be problematic in this current study. However, instead of being removed, the items were modified, as will be explained in more detail in the results section.

Purpose

This study aimed to re-examine the factor analysis structure supporting the original two scales represented in the STEBI-B, personal science teaching self-efficacy and outcome expectancy. An item analysis was undertaken to refine understanding of the instrument's reliability. Finally, an analysis was conducted to explore group differences in the categories of gender, ethnicity, age, teaching experience, science courses, and school science learning experiences.

Method

Participants

The 290 participants in the first stage of this study were students enrolled in multiple sections of an elementary science teaching methods course offered at a large urban university in southeast Florida. Based on findings from the STEBI-B administered to the initial 290 participants, arevised form was administered to 86 additional participants. These additional 86 participants were also students enrolled in elementary science teaching methods courses. They were similar in demographic characteristics to the larger group of 290 students in the first stage of the study.

Data Collection

Science teaching self-efficacy and outcome expectations were measured by administering Enochs and Riggs' (1990) STEBI-B (see appendix) before participation in a science methods course. Based on Bandura's two-component model, the STEBI-B is composed of two scales. The first scale, PSTE, measures self-efficacy and contains 13 items, while the second scale, STOE, measures outcome expectancy and contains 10 items.

A strongly agree choice is rated as 5 points, agree as 4, down to strongly disagree as 1. Some of the items are reversed scored (items 3, 6, 8, 10, 13, 17, 19, 20, 21, 23). The range of scores possible on the PSTE is 13 - 65. The range of scores possible on the STOE is 10 - 50.

These total PSTE and STOE scores were employed in the analysis of associations with background variables (gender, ethnicity, age, teaching experience, science courses, and school science learning experiences).

Analysis

The STEBI-B data were analyzed using Statistical Package for the Social Science (SPSS) to conduct a factor analysis following the same procedure used by Enochs and Riggs (1990). The principle components model of factor analysis was employed. Both oblique minimum and varimax (orthogonal) rotations were employed to compare factor loadings and correlations. Factor loadings were similar with both rotations, and it was decided to use the oblique rotation with Kaiser normalization to more closely compare to the original study by Enochs and Riggs (1990). Reliability scale tests were conducted to determine the Cronbach alpha and item-total correlations for the PSTE and STOE subscales. The background variables were utilized to examine associations with PSTE and STOE scores. For this analysis, the data set was split into the various categories composing each background variable and either an independent t-test (for variables with only two groups) or ANOVA (for variables with more than two groups) conducted to detect any significant differences between group means. For example, for gender the PSTE and STOE scores for the two groups, male and female, were compared using a two-tailed independent t-test.

Results and Discussion

Re-Examination of Factor Analysis and Reliability of the STEBI-B

This study administered the STEBI-B to 290 preservice teachers, 88% female, 12% male. The Enochs and Riggs ( 1990) study administered the STEBI-B to 212 preservice teachers, 87% female and 13% male. As Table 1 shows, the means and standard deviations of all 23 items agreed remarkably well with the original data collected by Enochs and Riggs (1990).

A comparison of the factor loadings between this study and the original Enochs and Riggs ( 1990) study is presented in Table 2. The comparison revealed similar loadings for the 23 items. The two factors accounted for 36.38% of the variance, with Eigenvalues of 5.30 and 3.14 for PSTE and STOE, respectively. The two factors (PSTE and STOE) were moderately correlated (r = 0.124 at a delta value of 0), signifying that they are related but independent constructs. In conclusion, the general homogeneity of the two scales was upheld by the present study.

Table 1

Item Means

In the Enochs and Riggs (1999) study, Item 10 exhibited crossloading on the two factors (STOE = 0.33 and PSTE = 0.22). In this present study, crossloading was not exhibited; however, the 0.31 STOE loading was considered questionable, being below the minimum of 0.32 cutoff suggested by Stevens (1996) and employed in many studies (e.g., Cantrell, Young, & Moore, 2003). Item 13 demonstrated both cross-loading and low values in both the Enoch and Riggs (1990) and this current study (STOE of 0.13 and PSTE of 0.10 for this study). Also, the factor loading values were below the 0.32 cutoff.

Table 3 presents the corrected item-total correlations for each scale. Items 10 and 13 in the STOE subscale were below the 0.30 threshold generally set as minimally acceptable for inclusion in an instrument (Robinson, Shaver, & Wrightsman, 1991). These two items, 10 and 13, were excluded from the MTEBI for the same reasons.

Table 2

Factor Loadings

Table 3

Reliability Measures: Corrected Item - Total Correlations

Revision of Items 10 and 13

Examination of these two items showed a qualitative difference in wording compared to the other 21 items on the STEBI-B.

* Item 10: The low science achievement of some students cannot generally be blamed on their teachers. [Emphasis added]

* Item 13: Increased effort in science teaching produces little change in some students' science achievement. [Emphasis added]

These were the only items on the STEBI-B that used the word "some" to qualify the word "student." The use of "some students" instead of "students" as used in all other items seemed to affect how respondents interpreted these two statements. This effect was verified by interviewing students about these items. It became clear in these interviews that the qualifier "some" was confounding their responses to items 10 and 13. As one student said, "I disagreed with the statement as written, but would have chosen agree if it had said all low-achieving students or just low achieving students instead of some low achieving students."

Item 10 and 13 were modified by deleting the word "some" before the word "student" in each item. This revised STEBI-B (see appendix) was administered to a new set of 86 participants on the first day of their elementary science methods course. These data were analyzed using the same statistical techniques and software as the first data set in this study. There were no significant differences from the first data set factor analysis on the PSTE scale.

On the STOE, all items exhibited similar factor analysis and reliability scale statistics as in the first dataset in this study, except for items 10 and 13. Item 10 exhibited a factor loading of 0.64 on the STOE and 0.30 on the PSTE. This factor loading indicates a clear loading on the STOE. In addition, the item-total correlation was 0.53, which is a\bove the minimum 0.30 cutoff and an improvement on the first data set's statistic. Item 13 exhibited a factor loading of 0.68 on the STOE and 0.24 on the PSTE. This factor loading indicates a clear loading on the STOE. In addition, the item- total correlation was 0.47, which is above the minimum 0.30 cutoff and an improvement on the first data set's statistic.

The basic integrity of the PSTE and STOE scales was upheld by the findings of this present study, with the exception of two items on the STOE. The reliability analysis was also questionable with these two items. These items have been historically considered good probes for measuring preservice teachers' self-efficacy beliefs and outcome expectancies. Findings from this study suggest modifying the items to read students without the qualifying "some." This revision appears to clarify the intention of the items and increases the reliability of the instrument.

Background Variable Associations With STEBI-B Scores

Descriptive statistics for background variables. Table 4 shows the descriptive statistics for the background variables collected for this study. Participants were predominantly Caucasian (non- Hispanic), with a majority of female students. Thirty-two percent were traditional undergraduate age (18-21). Most participants had no teaching experience, while only 5% had been classroom teachers.

Six background variables were examined for relationships with the PSTE and STOE. Age, ethnicity, and teaching experience were found to have no significant relationship to either the PSTE or STOE scores. These findings for ethnicity and teaching experience are in agreement with Enochs and Riggs( 1990). Significant correlations (as determined by a chi-square statistic) were found between PSTE scores and gender (r = 0.249, p < 0.01), the number of college science courses taken (r = 0.185, p < 0.01), and previous school science experiences (r = 0.305, p < 0.01). These three variables showed no significant associations to STOE scores. Therefore, the remainder of this section will discuss associations between PSTE scores and the three variables: gender, science courses taken, and previous school science experience.

Table 4

Background Variables for the Participants (N = 290)

Gender. Table 5 presents the t-test results for female and male PSTE scores. The results indicated that there was a significant difference between mean PSTE scores for females and males. Males demonstrated significantly higher personal science teaching self- efficacy than did females. This finding is in agreement with a similar finding by Enochs and Riggs (1990).

Science courses taken. Table 6 presents ANOVA results of the number of science courses taken by participants prior to the science methods course on PSTE scores. There were significant differences between groups of students who had taken different numbers of college science courses. A Bonferroni comparison revealed that students who took four to seven science courses had significantly higher personal science teaching self-efficacy than those who took zero to three courses. There were no significant differences between any other groups.

Table 5

Gender Independent Samples i-test (two-tailed) on PSTE (N = 290)

Table 6

ANOVA: Number of College Science Courses Taken (0-3, 4-7, 8 up) on PSTE (N=290)

Table 7

K-12 School Science Experiences Independent Samples t-test (two- tailed) on PSTE (N = 290)

Previous school science experience. Table 7 presents a comparison of previous school science experiences on PSTE scores. The t-test results indicated that there was a significant difference between mean PSTE scores for students who reported a positive experience in school science classes and those who reported a negative experience. A positive experience in school science classes resulted in higher personal science teaching self-efficacy.

All of these results would lead one to hypothesize that background variables such as gender, number of college science courses taken, and previous school science experiences could have associations with the self-efficacy of preservice teachers. Thus, in using the STEBI-B to measure this self-efficacy, the findings of this study would recommend a more refined analysis of the STEBI-B scores.

Conclusions and Implications

The basic integrity of the PSTE and STOE scales was upheld by the findings of this present study. However, two items on the STOE scale exhibited problematic results in the factor and reliability analyses. These items have been historically considered to be good probes for measuring preservice teachers' outcome expectancy beliefs (Bleicher, 2004; Enochs & Riggs, 1990; Riggs & Enochs, 1990). Yet, they typically demonstrate weak association with other items on the STOE and often need to be dropped from the data set due to unacceptable factor loadings (P. Cantrell, Personal communication, April, 14,2004). This study suggests modifying the two items to read "students" without the qualifying "some." It appears that this modification clarifies the intention of the items and increases the reliability of the instrument. Further research is currently underway to strengthen this assertion. Findings from thisresearch imply that researchers employing the STEBI-B should consider conducting a factor analysis to ensure that all items are loading properly on the two factors of PSTE and STOE. If factor loadings are below the 0.32 level and item-total correlations are below 0.30, the item may need to be dropped from the data set.

This study demonstrated that males, participants with more science courses taken, and participants with positive school science experiences demonstrated higher PSTE scores. Studies reporting STEBI- B results have not always examined the database for possible background variable associations. Findings from this study imply that this refinement should be considered.

The aim of studies on self-efficacy is to better inform teacher educators. This research-based information enables them to provide an opportunity for preservice elementary teachers to develop increased self-efficacy and outcome expectancy beliefs. Upon this foundation, the goal is to build capacity for preservice elementary teachers to translate increased preservice self-efficacy and outcome expectancy beliefs into increased teaching confidence in their future teaching careers. In agreement with other researchers (King, Shumow, & Lietz, 2001 ; Richardson, 1996; Scharmann & Hampton, 1995), we recommend follow-up longitudinal studies of these preservice students in their early teaching careers as an important area for future research.

References

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Robert E. Bleicher,

California State University Channel Islands

Editors' Note: Correspondence concerning this article should be addressed to Robert E. Bleicher, California State University Channel Islands, One University Drive, Camarillo, CA 93012..

Electronic mail may be sent via Internet to bob.bleicher@csuci.edu

Appendix

(Preservice) Science Teaching Efficacy Belief Instrument (modified from Enochs & Riggs, 1990)

Copyright School Science and Mathematics Association, Incorporated Dec 2004

Source: School Science and Mathematics

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