Collective Efficacy Scale (CE-SCALE)
Goddard & Hoy‚ 2003
مقیاس کارآمدی جمعی مدرسه
Short
Form
1. Teachers in the school are able to get through to the most difficult students.
2. Teachers here are confident they will be able to motivate their students.
3. If a child doesn’t want to learn teachers here give up.
4. Teachers here don’t have the skills needed to produce meaningful student
learning.
5. Teachers in this school believe that every child can learn.
6. These students come to school ready to learn.
7. Home life provides so many advantages that students here are bound to learn.
8. Students here just aren’t motivated to learn.
9. Teachers in this school do not have the skills to deal with student disciplinary problems.
10. The opportunities in this community help ensure that these students will learn.
11. Learning is more difficult at this school because students are worried about their safety.
12. Drug and alcohol abuse in the community make learning difficult for students here.
Long
Form
1. Teachers in the school are able to get through to the most difficult students.
2. Teachers here are confident they will be able to motivate their students.
3. If a child doesn’t want to learn teachers here give up.
4. Teachers here don’t have the skills needed to produce meaningful student
learning.
5. If a child doesn’t learn something the first time teachers will try another way.
6. Teachers in this school are skilled in various methods of teaching.
7. Teachers here are well‐prepared to teach the subjects they are assigned to teach.
8. Teachers
here
fail
to
reach
some
students
because
of
poor
teaching
methods.
9. Teachers in this school have what it takes to get the children to learn.
10. The lack of instructional materials and supplies makes teaching very difficult.
11. Teachers in this school do not have the skills to deal with student disciplinary problems.
12. Teachers in this school think there are some students that no one can reach.
13. The quality of school facilities here really facilitates the teaching and learning process.
14. The students here come in with so many advantages they are bound to learn.
15. These students come to school ready to learn.
16. Drugs and alcohol abuse in the community make learning difficult for students here.
17. The opportunities in this community help ensure that these students will learn.
18. Students here just aren’t motivated to learn.
19. Learning is more difficult at this school because students are worried about their safety.
20. Teachers here need more training to know how to deal with these students.
21. Teachers in this school truly believe every child can learn.
شرح سایت روان سنجی: این ابزار ادراک جمعی کادر آموزشی به عنوان یک تاثیر مثبت بر دانش آموزان را مورد نظر دارد.
اعتبار: آلفا 0.96
نمره گذاری: توجه شود که میانگین و انحراف معیار مربوط به جامعه ایران نیست.
1= Strongly
Disagree‚ 2= Disagree‚ 3= Somewhat
Disagree‚ 4= Somewhat Agree‚ 5= Agree‚ 6= Strongly
Agree
Long form: Reverse score items 3‚ 4‚ 8‚ 10‚ 11‚ 12‚ 16‚ 18‚ 19‚ and 20
Short form: Reverse score items 3‚ 4‚ 8‚ 9‚ 11‚ and 12
Standard Score for CE-SCALE = [100(CE-4.1201)/.6392] +500
چگونگی دستیابی
منبع و ماخذ
Gibson‚ S.‚ & Dembo‚ M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology‚ 76(4)‚ 569-582.
Goddard‚ R.D.‚ Hoy‚ W.K.‚ Woolfolk‚ A. (2000). Collective teacher efficacy: Its meaning‚ measure‚ and effect on student achievement. American Education Research Journal‚ 37(2)‚ 479-507.
Goddard‚ R.D. (2002). A theoretical and empirical analysis of the measurement of collective efficacy: The development of a short form. Educational and Psychological Measurement‚ 93‚ 467-476.
Hoy‚ W.K.‚ and Kupersmith‚ W.J. (1985). The meaning and measure of faculty trust. Educational and psychological research‚ 5(1)‚ 1-10.
Hoy‚ W.K. and Sabo‚ D.J. (1998). Quality middle schools: Open and healthy. Thousand Oaks‚ CA: Corwin Press‚ Inc.
Hoy‚ W. K. & Woolfolk‚ A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. The Elementary School Journal‚ 93‚ 356-372.