Teacher Efficacy Ratings by African American and European American Preservice Teachers at a Historically Black University

The purpose of this study was to examine factor structures of a modified form of Gibson and Dembo’s Teacher Efficacy Scale with a combined total of 123 African American and European American preservice teachers at a historically Black university, test for differences between participants on teacher...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2004-09, Vol.39 (5), p.509-536
Main Authors: Sorrells, Audrey Mccray, Schaller, James, Yang, Nancy Kueifen
Format: Article
Language:English
Subjects:
African Americans
Anglo Americans
Black Colleges
Educational organization
Educational research
Educational sciences
Elementary education
Factor Analysis
Factor Structure
General points
Higher education
Measures (Individuals)
Methodology
Preservice Teachers
Special education
Statistical methods, computer science
Student Attitudes
Student Characteristics
Student teachers
Teacher Effectiveness
United States, Canada
White people
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Summary:The purpose of this study was to examine factor structures of a modified form of Gibson and Dembo’s Teacher Efficacy Scale with a combined total of 123 African American and European American preservice teachers at a historically Black university, test for differences between participants on teacher efficacy, and examine relationships among participant characteristics. A principal components analysis with varimax rotation yielded three factors—ability, effort, and environment— with alpha coefficients of .80, .77, .70, and .76 for the total scale. African American participants scored statistically significantly higher than European American participants on the environment factor (t = 2.3,p = .02), but not for ability (t = 1.59,p = .11) or effort (t = –.86,p = .39). Recommendations for further research were also made.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085904266917