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

• Published in: School science and mathematics Vol. 104; no. 8; pp. 383 - 391
• Main Author: Bleicher, Robert E.
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01-12-2004; School Science & Mathematics Association, The Ohio State University; School Science and Mathematics Association, Inc
• Subjects: Comparative Analysis; Discriminant analysis; Effectiveness; Efficiency; Elementary School Science; Elementary school teachers; Elementary school teaching; Factor Analysis; Measures (Individuals); Methods Courses; Preservice Teachers; Reliability; Science; Science Curriculum; Science Education; Science Instruction; Science Teachers; Self Efficacy; Statistical analysis; Teacher centers; Teachers; Teaching; Teaching Methods; Training; Validity; United States; New York; United States > US; California
• ISSN: 0036-6803; 1949-8594
• DOI: 10.1111/j.1949-8594.2004.tb18004.x

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.