Abstract:

The aim of this research is to adapt the Teacher Self-efficacy Scale to Implement Self-regulated Learning in Turkish and conduct validity and reliability studies. For this purpose, the research was carried out based on the quantitative research method with 449 pre-service teachers who are continuing their education in the 3rd and 4th grades of three state universities in the Central Anatolia Region. In order to determine the validity of the research, construct, and criterion validity studies were carried out. Within this context, the data were subjected to Exploratory Factor Analysis (EFA) in the first data collection process with the participation of 315 pre-service teachers in order to determine the construct validity and it was found that the scale showed a three-factor structure. Following this, Confirmatory Factor Analysis (CFA) was carried out with the new data collected from 134 pre-service teachers and the three-factor structure detected in the EFA was confirmed. These factors were named as “Self-efficacy for introducing self-regulated learning strategies”, “Self-efficacy for creating cooperative learning environments” and “Self-efficacy for creating enriched learning environments”. The Cronbach alpha reliability coefficient of the adapted form, whose criterion validity was also provided, was calculated as .917. Accordingly, it can be stated that the adapted scale is valid and highly reliable. As a result of the research, some recommendations for future research can be made such as conducting international comparative studies in which the original scale and the adapted scale are used together, national studies to examine both pre-service and in-service teachers’ self-efficacy regarding the application of self-regulated learning, and studies to investigate the measurement invariance of the adapted scale.

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