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  Teacher Self-Efficacy

Teacher Self-Efficacy for Teaching
Last updated: May, 2005

This scale, reported in Hoover-Dempsey, Walker, Jones & Reed (2002), was based on the Teacher Efficacy scale as reported in Hoover-Dempsey, Bassler and Brissie (1987; see also Hoover-Dempsey, Bassler, & Brissie, 1992). It assesses teacher self-efficacy for teaching.

The measure employs a six-point, Likert-type scale: 1=disagree very strongly, 2=disagree, 3=disagree just a little, 4=agree just a little, 5=agree, 6=agree very strongly

Alpha reliability reported by Hoover-Dempsey et al (2002) was .81 (pre-test), .86 (post-test).
Participants were asked to respond to the following prompt:
“In this section, please indicate HOW MUCH YOU AGREE OR DISAGREE with each of the statements.”

I feel that I am making a significant educational difference in the lives of my students.
 If I try really hard, I can get through to even the most difficult and unmotivated students.
Children are so private and complex, I never know if I am getting through to them.
I usually know how to get through to students.
Most of a student's school motivation depends on the home environment, so I have limited influence.
There is a limited amount that I can do to raise the basic performance level of students.
I am successful with the students in my class.
I am uncertain how to teach some of my students.
 I feel as though some of my students are not making any academic progress.
My students' peers influence their motivation more than I do.
Most of a student's performance depends on the home environment, so I have limited influence.
My students' peers influence their academic performance more than I do.


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.


The Family-School Partnership Lab is part of the Psychology and Human Development Department, Peabody College, Vanderbilt University.