Measuring Student Teachers’ Self-Efficacy Beliefs about Family-Teacher Communication: Scale Construction and Validation

Summary

This article describes the development of a self-report survey measure of student teachers’ self-efficacy beliefs about family-teacher communication. Consistent with a guiding conceptual framework (Walker & Dotger, 2012), an exploratory factor analysis (n = 266) suggested a two-factor structure: (1) structuring the conversation (α = .92) and (2) responsiveness to parents (α = .87). Confirmatory factor analysis with a second sample (n = 315) also indicated a good fit between the hypothesized two-factor model and the observed data. Despite their lack of experience, student teachers’ self-efficacy ratings were relatively high. Efficacy for structuring conversations (M = 6.7, SD = 1.02; range = 0–10) was lower than efficacy for responsiveness (M = 7.57, SD = 1.04; difference, -0.83, t(581)=−21.32, p < .01). Development of this measure is important because it underscores the complexity of family-teacher conference communication and the need for teacher competence at separate but related facets of communication. Implications for research and teacher education practices are discussed.