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Psychometric properties of the Teacher beliefs of environmental education questionnaire

Psychometric properties of the Teacher beliefs of environmental education questionnaire This study describes the development and initial validation of a tool to measure teachers' beliefs about environmental education (EE), beliefs about their own self-efficacy in teaching EE in their classroom, beliefs about the support they receive to teach EE in their classroom, motivators of their decision to teach EE in their classroom, and concerns related to teaching EE in their classroom. Survey respondents (N = 620) were 21–74 years of age. The majority of respondents were female, and most of them taught science than any other subject. Exploratory factor analysis was used to examine the internal structure of the instrument. The cumulative percentage of variance explained by the constructs was approximately 63%, and reliability estimates were 0.857 and above. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Applied Environmental Education & Communication Taylor & Francis

Psychometric properties of the Teacher beliefs of environmental education questionnaire

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Psychometric properties of the Teacher beliefs of environmental education questionnaire

Abstract

This study describes the development and initial validation of a tool to measure teachers' beliefs about environmental education (EE), beliefs about their own self-efficacy in teaching EE in their classroom, beliefs about the support they receive to teach EE in their classroom, motivators of their decision to teach EE in their classroom, and concerns related to teaching EE in their classroom. Survey respondents (N = 620) were 21–74 years of age. The majority of respondents...
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Publisher
Taylor & Francis
Copyright
© 2018 Taylor & Francis Group, LLC
ISSN
1533-0389
eISSN
1533-015X
DOI
10.1080/1533015X.2018.1448309
Publisher site
See Article on Publisher Site

Abstract

This study describes the development and initial validation of a tool to measure teachers' beliefs about environmental education (EE), beliefs about their own self-efficacy in teaching EE in their classroom, beliefs about the support they receive to teach EE in their classroom, motivators of their decision to teach EE in their classroom, and concerns related to teaching EE in their classroom. Survey respondents (N = 620) were 21–74 years of age. The majority of respondents were female, and most of them taught science than any other subject. Exploratory factor analysis was used to examine the internal structure of the instrument. The cumulative percentage of variance explained by the constructs was approximately 63%, and reliability estimates were 0.857 and above.

Journal

Applied Environmental Education & Communication – Taylor & Francis

Published: Apr 3, 2019

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