What question did this study set out to answer?

The study aims to validate a modified self-efficacy questionnaire for English teachers in a Japanese university.

April 1, 2026Open Access

Refining and validating a Japanese university english teachers’ self-efficacy questionnaire

Key Points

The study aims to validate a modified self-efficacy questionnaire for English teachers in a Japanese university.
Adapted an existing self-efficacy questionnaire for teachers.
Administered a 30-item questionnaire using a 6-point Likert scale.
Involved 33 English teachers from a Japanese university.
Conducted Rasch analysis to evaluate validity.
Most items on the revised questionnaire functioned well.
A few items required replacement to enhance validity.
The adapted items increased measurement difficulties for more skilled teachers.

Abstract

In applied linguistics, many researchers have been studying teacher self-efficacy. Some of them have been improving and validating the instrument to measure it. The purpose of the present study is to validate an adapted version of Praver’s (2014) questionnaire. The modified questionnaire, a 30-item 6-point Likert scale, was comprised of 10 items measuring efficacy for student engagement (SE), 10 items measuring efficacy for instructional strategies (IS), and 10 items measuring efficacy for classroom management (CM). The questionnaire was answered by 33 English teachers who work at a Japanese university, and a Rasch analysis was performed to examine its validity. The results showed that although there were a few items that should be replaced, most of the items functioned well. The modified items increased the difficulty level so that they could even measure the self-efficacy of able teachers.

Ask AI

Helpful

Bookmark

View Full Paper