A measure of emergency remote teaching: development and validation of a teacher self-efficacy scale

Abstract

This study aims to develop and validate a scale measuring emergency remote teaching self-efficacy of teachers. The scale was given to 190 teachers during the scale development stage. Four factors were extracted as a result of exploratory factor analysis. The final 24-item version of the scale was tested on 234 teachers during the scale validation stage. Confirmatory factor analysis validated the four-factor structure of the scale. Cronbach's alpha was calculated to be .88, .88, .89, and .91 for each factor, respectively. Furthermore, the Multivariate Analysis of Variance revealed that emergency remote teaching self-efficacy differed significantly depending on whether teachers received in-service training on emergency remote teaching or not. The results provided some evidence that the Emergency Remote Teaching Self-Efficacy Scale scores were valid and reliable. The Emergency Remote Teaching Self-Efficacy Scale provides information about self-efficacy in student-centered emergency remote teaching, self-efficacy in emergency remote teaching of a curriculum, self-efficacy in online emergency remote teaching, and self-efficacy in emergency remote teaching of students with special needs.