Adaptation of teaching engineering self-efficacy scale into Turkish

By means of a good understanding of teachers’ motivational components in teaching, we are able to gain insight into their teaching performance. One of these personal components is self-efficacy. The aim of the study was to adapt the Teaching Engineering Self-Efficacy Scale (TESS) developed by Yoon (2014) into Turkish to measure the engineering teaching self-efficacy of K-12 teachers. The analysis of the data consisting of 439 science and technology design teachers from across Türkiye was performed using the Mplus program. According to the results obtained from this research, it was determined that the X2/sd ratio was 2.97, RMSEA was .07, CFI was .95, TLI was .94 and SRMR was .04. in the findings obtained from Model C, with the best fit index values. In addition, it was found that the Cronbach α reliability coefficients (.94 for engineering pedagogical content knowledge self-efficacy, .95 for engineering engagement self-efficacy, .93 for engineering discipline self-efficacy, and.87 for engineering outcome expectancy; .96 for the entire scale) were found to be at a high level. Consequently, the Turkish version of TESS is a valid and reliable scale with 23 items and a four-dimensional structure as in the original.