Abstract:

The present study aimed to develop a scale to measure teachers’ self-efficacy beliefs toward out-of-school learning (OoSL) activities. The study was conducted with 332 teachers. Expert opinion was sought on the content validity and face validity of the scale. An Exploratory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA) were performed for the construct validity of the scale. The EFA yielded a structure consisting of 29 items and four factors, which accounted for 61.01% of the variance. The factors that were revealed were labeled as follows: "planning self-efficacy", "implementation and assessment self-efficacy", "self-efficacy to support learning", and "knowledge and experience self-efficacy". The results of the CFA demonstrated that the scale had indices indicating an “acceptable fit” or a “perfect fit”. The reliability of the measurements was examined utilizing Cronbach Alpha and composite reliability methods, and it was determined that the calculated reliability coefficients were within acceptable limits. The results of Tukey's Test for Non-Additivity indicated that the scale was additive. The item-total correlation and the 27% bottom-top group comparisons showed that all of the items on the scale were discriminatory. Ultimately, a scale to reveal teachers' self-efficacy beliefs toward OoSL activities and that gives valid and reliable measurements was obtained.

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