Psychometric analysis of lecturers’ self-efficacy instrument

The Lecturers’ Self-Efficacy instrument was administered to 106 lecturers in a Teacher Education Institute. About 36.8% of the respondents are male and 63.2% are female. The aim of this study is to test the psychometric properties of Lecturers’ Self-Efficacy instrument (LSE). The LSE with 80 items measures self-efficacy and it uses anchors of ‘not confident at all’ and ‘very confident’ on a 7-point scale. The data derived from a teacher training institution were subjected to Principal Component Analysis with Varimax rotation. The analysis extracted three distinct factors: (1) teaching, (2) research and (3) service. These three factors explained most of the variance (69.39%). The reliability coefficient was determined using Cronbach Alpha that showed the coefficient is .98. The results clearly documented that LSE has adequate convergent validity and discriminant validity as well as high level of construct reliability. Practical implications and direction for future research using the LSE for lecturers are also discussed

Konsepsi Guru-Guru Pelatih KPLI (Sains) Terhadap Sains, Pengajaran Sains dan Pemelajaran Sains

The teacher trainees' conceptions toward science, the teaching and learning of science was determined by way of a questionnaire administered at the beginning of the Science Graduate Teaching Diploma course. The responses of 58 respondents were analyzed and four categories of the conceptions of science, two categories of the conceptions of the teaching of science, and four categories of the learning of science were derived. A variety of views were presented because the respondents were graduates of science and engineering from local and foreign institutions who have had some working experience

Lecturer’s perspective on self-efficacy towards research: ‘push or not to push’

Lecturers in teacher training institute are encouraged to conduct research and are given the opportunities to present the research findings in conferences or to publish them in journals. However, the number of articles produced yearly is not promising compared to the number of lecturers in the institution. This duty seeks to examine the factors which affect lecturer’s self-efficacy towards research activities. A case study was conducted in a teacher training institute, involving four lectures who have more than 20 years of teaching experiences. These lectures were interviewed using semi structured interview. Through phenomenological approach analysis, five salient factors were discovered from these interviews, namely, subject matter expertise, motivation, positive environment, interest and personal strength. This article discusses the nature of these five factors and their implications on the willingness of lecturers to be involved in research activities. This article also provides some measures that can be taken to enhance the lecturers’ self –efficacy towards research