Teacher Self-Efficacy for Teaching

1.    I feel that I am making a significant educational difference         in the lives of my students.
2.    If I try really hard‚ I can get through to the most difficult and unmotivated students.
3.    Children are so private and complex‚ I never know if I am getting through to them. (reversed items)
4.    I usually know how to get through to my students.
5.    Most of student’s school motivation depends on the       home environment‚ so I have limited influence. (reverse scored)
6.    There is a limited amount I can do to raise the performance level of my students. (reversed items)
7.    I am successful with the students in my class.
8.    I am uncertain how to teach some of my students.        (reverse scored)
9.    I feel as though some of my students are not making any academic progress. (reverse scored)
10.My students’ peers influence their motivation more         than I do. (reverse scored)
11.Most of a student’s performance depends on the home environment‚ so I have limited influence.
12.My students’ peers influence their academic performance more than I do. (reverse scored)
Disagree very strongly = 1‚ disagree = 2‚ disagree just a little = 3‚ agree just a little = 4‚ agree =5‚ agree very strongly = 6

Hoover-Dempsey‚ K.V.‚ Bassler‚ O.C.‚ & Brissie‚ J.S. (1987). Parent involvement: Contributions of teacher efficacy‚ school socioeconomic status‚ and other school ch‎aracteristics. American Educational Research Journal‚ 24‚ 417-435.

Hoover-Dempsey‚ K.V.‚ Bassler‚ O.C.‚ & Brissie‚ J.S. (1992). Explorations in parent-school relations. Journal of Educational Research‚ 85‚ 287-294.

Hoover-Dempsey‚ K.V.‚ Walker‚ J.M.T.‚ Jones‚ K.P.‚ & Reed‚ R.P. (2002). Teachers Involving Parents (TIP): An in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education‚ 18(7)‚ 843-467.

Involvement Project (PIP) Parent and Teacher Questionnaires: Study 1. Peabody College‚ Vanderbilt University. Department of Psychology and Human Development.

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