The validity of the science teacher efficacy belief instrument (STEBI-B) for postgraduate, pre-service, primary teachers

Abstract

The STEBI-B (Enoch and Riggs, 1990) has been widely used as a measure of undergraduate primary pre-service teacher self-efficacy since its creation. However, the publication of its use within postgraduate teaching courses has been limited. The postgraduate pre-service teachers (Graduate Diploma and Master of Education students) are a very different population, presenting with more life experience and importantly, more experience in Science. This brings the generalizability of the STEBI-B to this population into question. The validity of the STEBI-B for use with a postgraduate, pre-service teacher population was investigated using a Rasch model analysis. Results support the two-factor structure presented by the original authors, the rewording proposed by Bleicher (2004), and additional modifications to the Likert scale and wording to improve targeting for this specific population. With simple, justified modifications the STEBI-B can be used as a tool to positively influence course design in postgraduate, pre-service teacher, science education courses.

Keywords

• STEBI
• Self-efficacy
• Science teacher education