한국판 유아교사용 교사효능감 척도 개발 및 타당화 연구

Early childhood education teachers in Indonesia often lack standardized tools to assess their pedagogical and professional competence. This study aims to develop and validate a reliable self-evaluation instrument by identifying key competency dimensions to support early childhood teachers in reflecting on their professional practices. The instrument consists of 39 items encompassing seven competency dimensions: evaluation and reflection skills, holistic educational approach, curriculum mastery, learning activity design, professionalism, technology integration, and communication. Data were collected using a 4-point Likert scale from 276 respondents for exploratory factor analysis (EFA) and 978 respondents for confirmatory factor analysis (CFA). EFA was used to identify the instrument's underlying factor structure, while CFA tested the model's fit with empirical data. The EFA results indicate that seven factors with eigenvalues greater than 1 were extracted, explaining 60.378% of the total variance across the 39 items. CFA results confirm that the conceptual model aligns with empirical data, with all standardized loading factors found to be significant. Construct reliability, measured using Composite Reliability (CR), shows that four of the seven dimensions have satisfactory reliability (CR > 0.70), while the remaining three dimensions demonstrate moderate reliability. This study contributes to early childhood education by presenting a validated and reliable self-assessment instrument to measure early childhood teachers’ pedagogical and professional competence. The instrument supports teachers in reflecting on their teaching practices and promotes ongoing professional development. It also offers a foundational tool for policymakers and institutions to improve teacher quality. Future research can examine its applicability in various educational contexts and evaluate its effectiveness in guiding targeted development programs.

Objectives The purpose of this study is to develop and validate a empathy scale for early childhood teachers. Methods To this end, 128 preliminary questions were developed through literature review. Next, the opinions of 5 experts were collected through content validity verification, and 56 items were extracted through validity testing. Afterwards, a preliminary survey was conducted on 20 teachers, and a main survey was conducted on 342 teachers. After exploratory factor analysis and confirmatory factor analysis were conducted, the validity and reliability were finally verified. Results Based on the research results, a tool was developed to measure the empathy ability of early childhood teachers. This tool consisted of 15 items for empathy for infants and 11 items for empathy for adults. Finally, the early childhood teacher empathy ability measurement tool consisted of 26 items with 2 sub-factors. Conclusions This scale is expected to be useful data for the development of follow-up research by measuring the empathy ability of early childhood teachers and revealing the relationship with related factors.

Portfolio is one of the common forms of pedagogical documentation around the world. However, there is no suitable instrument to measure teachers’ portfolio practices in early childhood education. In this study, it was aimed to develop scales on portfolio practices and its possible predictors based upon extended Theory of Planned Behavior (TPB). Initially, content validity was ensured with expert opinions and cognitive interviews with early childhood teachers. After that pilot data were collected from 371 early childhood teachers and exploratory factor analysis (EFA) was conducted to explore the factor structure of the scales. Then, main study data were gathered from 605 early childhood teachers, and confirmatory factor analysis (CFA) was conducted to confirm the factor structure of the scales. Internal consistency coefficients were also calculated for the reliability analysis in both pilot study and main study data. As a result, findings confirmed the validity and reliability of the scales.

This study aimed to evaluate the validity and reliability of the Turkish version of the Regret Intensity Scale, which assesses the regret experienced by nurses during the care process. This methodological study was conducted with 402 nurses. Data were collected using the Nurse Information Form, Regret Intensity Scale and Elements of Regret Scale. Language and content validity were assessed using the Content Validity Index. Construct validity was examined through exploratory and confirmatory factor analyses. Cronbach’s alpha coefficient, item-total score correlation, and Pearson correlation coefficient were used to assess reliability. Exploratory factor analysis (n = 193) showed a KMO value of 0.890 and a Bartlett’s test value of 1466.942 (p < 0.001). Factor loadings of the single-factor structure ranged from 0.737 to 0.865. Confirmatory factor analysis (n = 209) indicated good model fit (χ2/df = 2.338, RMSEA = 0.079, GFI = 0.95). The Cronbach’s alpha coefficient of the scale was 0.932 and all items ranged from 0.927 to 0.934. A statistically significant correlation was found with the Elements of Regret Scale (r = 0.490; p < 0.001). The Turkish version of the Regret Intensity Scale is a valid and reliable instrument for measuring the regret experienced by nurses in care processes. It is a practical tool for use in clinical practice and research to assess care-related regret in Turkish-speaking healthcare professionals.

This dissertation was a correlational study conducted with a population of pre-k educators from a large Midwestern, metropolitan school district. The purpose was to examine if relations existed among early childhood teachers' sense of self efficacy, their beliefs about the importance of mathematics and teachers' mathematics instructional practices. There is strong reason to believe that teachers' mathematics beliefs and conceptions about the subject matter and its teaching play a vital role in their effectiveness as mediators between the subject and the learner. Examining teachers' efficacy and beliefs can inform educational practice and differentiate between successful and less successful instructional practices in teaching mathematics in the early childhood classroom. The research and observations of what early childhood teachers know and believe they are able to do has a profound effect on the way they teacher and on ultimately their students mathematical literacy development. Data were collected on teacher efficacy and teacher beliefs about the importance of mathematics with two self-report questionnaires. The hypothesis that the teachers higher in efficacy will rate the importance of mathematics higher on the Teacher Belief Scale than the teachers with lower efficacy was found to be true with this sample, but the correlation was weak. The level of efficacy of the early childhood teachers in this sample confirmed that in assessing their capabilities they rate themselves high in instructional strategies, classroom management and student engagement. The early childhood teachers did not rate their mathematics beliefs as high as their efficacy. The belief rating may reflect the lack of consensus among early childhood teachers that mathematics is important for preschool children. Observations of mathematics instructional practices were conducted with twenty teachers. It was hypothesized that the combination of high Teacher Efficacy and high Teacher Mathematics Beliefs would show alignment with the presence of standards based Mathematics Instructional Practices. The results were not statistically significant. No correlation signals a need for more research to explore what other personal or external factors relate to mathematics instructional practices in the early childhood classroom. The research will inform pre-k teachers about effective instructional strategies and knowledge needed to launch early childhood students on a developmentally appropriate pathway to mathematical literacy.

ObjectiveThe purpose of this study was to translate the Patient Participation Scale into Chinese and to validate its psychometric characteristics to provide a basis for assessing the level of patient participation in the treatment and care process.MethodsThis cross-sectional study involved 477 internal medicine patients from Shanxi and Liaoning Provinces in China, recruited via convenience sampling. The Chinese version of the scale was obtained by translating, back-translating, and using the Delphi method on the original scale. The reliability of the scale was tested by internal consistency, split-half reliability, and retest reliability, and the validity of the scale was measured by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).ResultsThe Chinese version of the Patient Participation Scale (PPS) had a Cronbach's alpha of 0.894, a split-half reliability of 0.703, and the retest reliability of 0.746. The content validity index (S-CVI/AVE) was 0.952, and four factors were extracted from the exploratory factor analysis. In confirmatory factor analysis, the fit indices were as follows: χ2/df=1.591, Root Mean Square Error of Approximation (RMSEA) = 0.050, Goodness of Fit Index (GFI) = 0.902, Incremental Fit Index (IFI) = 0.965, and Comparative Fit Index (CFI) = 0.946. The model fits well.ConclusionThe Chinese version of the Patient Participation Scale has ideal reliability and validity. The evaluation results of this scale not only help to improve the quality of medical care but also enhance patients' self-management abilities, promote cooperation and communication between doctors and patients, and provide a solid foundation for future related research and practice.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12889-025-23749-2.

The purpose of the study was to investigate the effects of early childhood teachers’ professionalism and teaching efficacy on their teacher-child interaction. A total of 761 early childhood teachers working at childcare centers and kindergartens in South Korea were selected as the participants for the study. The study variables were measured using survey questionnaires. Pearson’s correlation analyses and regression analyses along with Sobel test were conducted. The results demonstrated that early childhood teachers’ teaching efficacy had a significant mediation effect on the relationship between their professionalism and teacher-child interaction. The results suggest the need to support early childhood teachers’ recognition and development of professionalism as well as teaching efficacy that result in positive teacher-child interaction.

Objectives The purpose of this study was to establish job stress and teacher efficacy as the main variables affect ing the resilience of early childhood teachers and to test the mediating effect of teacher efficacy on the relationship between job stress and resilience. Methods A survey was conducted on 338 early childhood teachers working at early childhood education in stitutions in Seoul and Gyeonggi Province for two weeks in October 2024. The collected data was analyzed using the SPSS 25.0 statistical program to perform frequency analysis, descriptive statistical analysis, and correlation analysis, and then structural equation model analysis was performed using the AMOS 25.0 program. Results First, there was a significant correlation between early childhood teachers’ job stress, resilience, and teacher efficacy. Second, it was verified that teacher efficacy had a complete mediating effect on the effect of early childhood teachers’ job stress on resilience. Third, as a result of analyzing the multi-group path difference mediated by teacher efficacy according to the level of early childhood teachers’ job stress, it was confirmed that there was a significant difference in the effect of job stress on resilience. Conclusions These results indicate the need to create an educational environment that strengthens teacher effi cacy in order to reduce early childhood teachers’ job stress and enhance their resilience. They also suggest that effective teacher education plans for managing job stress and enhancing resilience should be developed and ap plied to early childhood education settings.

The purpose of this study was to examine the relationships among the organizational health, role performance, teacher efficacy, and organizational commitment in early childhood education institutions, and verify the mediating effect of teacher efficacy and organizational commitment in the relationship between organizational health and role performance.&#x0D; Therefore, study hypothesis and a questionnaire were developed, and a questionnaire survey was conducted with early childhood teachers working at early childhood education institutions located in the metropolitan area. A total of 200 copies of data were collected and the collected data were statistically analyzed to verify the hypotheses.&#x0D; As a result of the study, first, the organizational structure, organizational climate, and leadership of organizational health have a positive (+) effect on teacher efficacy. Second, organizational climate and leadership have a positive (+) effect on organizational commitment, but organizational structure does not have a significant effect. Third, teacher efficacy has a positive (+) effect on organizational commitment. Finally, teacher efficacy and organizational commitment have a positive (+) effect on role performance.&#x0D; Therefore, this study is intended to examine the relationship between organizational health and role performance, which are external variables, and figure out what factors affect the role performance of teachers. This study analyzed that along with increases in the necessity of professional role performance in early childhood education, the desirable role performance of early childhood teachers is an important variable that affects the growth and development of young children, and is intended to provides basic data necessary for early childhood education.

Objectives This study aims to examine the relationships among early childhood teachers' emotional intelligence, teacher-child interaction, grit, and teacher efficacy, focusing on the multiple parallel mediating effects of grit and teacher efficacy in the process by which teachers' emotional intelligence influences teacher-child interaction. Methods The research analyzed survey data from 362 homeroom teachers working in daycare centers and kindergartens. The collected data were analyzed using SPSS 27.0 and SPSS Macro Process 4.3 for descriptive statistics, correlation analysis, and multiple parallel mediation analysis with Process Macro(Model 4). A bootstrap test was conducted to verify the significance of the multiple parallel mediating effects of grit and teacher efficacy. Results The results of the study are as follows: First, emotional intelligence, teacher-child interaction, grit, and teacher efficacy of early childhood teachers were found to be positively correlated. Second, both grit and teacher efficacy partially mediated the effect of emotional intelligence on teacher-child interaction. Conclusions The findings suggest that to promote positive interactions between early childhood teachers and children, it is necessary to seek and provide various programs that can enhance teachers' emotional intelligence, grit, and teacher efficacy.

Early Childhood Educators and Teachers phenomena in Indonesia today can be said there has been no significant improvement of the quality aspect to profesian and mental readiness in carrying out the functions and duties of the principal. Regulation to improve the quality of the profession with the demands of strata S1 for early childhood educators and teachers not yet fully implemented. There are still many educators and early childhood teachers who have not reached the strata S1 moreover, educators and early childhood teachers similar (non-formal), where for educators and early childhood teachers (non-formal) is still widely managed by the PKK that basic education is still very heterogeneous. This can be confirmed by the findings of the study nearly 50% of educators and teachers have a background in high school education up to S1, even for similar early childhood educators and teachers there who have a background in primary education 6%, secondary 11%. While educators and early childhood teachers who have the educational background that does not comply with the demands of the profession at 38.6%. The above conditions are caused because of the jobs that are considered the easiest and many educators and teachers are becoming even more into early childhood teachers. Ordinary people think so educators and early childhood teachers are very easy it is expressed by 39% of respondents number, origin have a bit of a whim, can sing, clap, invited to play children and nurture and soothe the child when the petulant. Society in general has not been widely realized that early childhood is a very fundamental stage in order to form and mature children. If at this stage the process of formation and maturation of children is not optimal possibility at a later stage the child was not mature so that the process of obtaining the learning experience will be obstacles. Learning outcomes according to standards development as expected the government not be thought of educators and teachers (66.3%). What is certain early childhood educators and teachers in the field are able to make smart kid writing, numeracy and literacy needed for the provision of enrollment in primary school (49%). People still think of early childhood is not so important that the focus on learning experience is not too optimal, early childhood learning course played only later when the child in primary school. Not to mention the cultural factors that shape the mental profession of early childhood educators and teachers are still considered weak. Mental nrimo accepted all the conditions of educators and teachers without any action to change the condition becomes more advanced. That ultimately harmed educators and early childhood teachers and positioned in a weak state. For example there are many educators and early childhood teachers who received honorariums range 300-700 thousand rupiah. This condition they receive as a matter of course and with the pretext for seeking experience as well as a springboard to get the opportunity and the honor of being better but all this is not followed by action to up grade themselves. Back here that so our thinking together how and to what extent the role of government, association and organization for institutions as well as educators and early childhood teachers. What action can be given as a responsibility to alleviate professionalism of educators and early childhood teachers in Indonesia. It is a reality that we also must be able to change the paradigm that exists today.

BackgroundColorectal cancer ranks second among the most prevalent and deadly cancer types for both sexes. Despite having a high mortality rate, colorectal cancer is simultaneously identifiable and preventable through early diagnosis. This study was intended to assess the validity and reliability of the Turkish version of the Health Belief Model Scale for Colorectal Cancer Screening.MethodsThis methodological study evaluated the 45-item five-point Likert-type Health Belief Model Scale for Colorectal Cancer Screening. Data collection forms were administered via convenience sampling to 649 participants selected from individuals seeking health services at primary healthcare institutions. The scale’s reliability and validity were evaluated via item analyses, content and construct validities, exploratory and confirmatory factor analyses, Cronbach’s alpha, McDonald’s omega, the Spearman-Brown formula, and test-retest reliability coefficients. The data set was randomly divided into two subsamples. EFA, reliability analyses (Cronbach’s alpha, McDonald’s omega, Spearman-Brown Coefficient) and item-total statistics were conducted in sample 1 (n = 324). CFA was conducted in sample 2 (n = 325). Item and scale means and, discriminant validity were calculated and tested using the total sample (N = 649).ResultsAccording to the resulting four-dimensional structure, the factor loads of the subscale items were 0.48–0.89, and subscales explained 49% of the total variance. The Cronbach’s alpha coefficients of the subscales were 0.804–0.923. The confirmatory factor analysis revealed good fit indices (χ2/df = 2.05; RMSEA = 0.06; CFI = 0.95; IFI = 0.95; GFI = 0.80; RMR = 0.08; NFI = 0.91). The subscale means ranged from 2.23 ± 0.72 to 3.60 ± 0.70 while the item means ranged from 1.95 ± 0.81 to 3.80 ± 0.91.ConclusionThe Turkish version of the Health Belief Model Scale for Colorectal Cancer Screening is a valid and reliable measuring tool for Turkish people. Except for barrier scale items, those with low means suggest opportunities for improvement. This scale can be applied in Turkey when measuring individuals’ health belief perceptions regarding colorectal cancer screening.

BackgroundThe stress experienced by parents in fulfilling their parental role has consequences for couple dynamics, parent–child interactions, and the mental health of parents. However, studies on the psychometric properties of the PSI-SF, particularly among Latin American parents, are scarce. Therefore, this study aims to evaluate the psychometric properties of the Spanish version of the Parenting Stress Index-Short Form (PSI-SF).MethodsThe participants were Peruvian mothers and fathers with children in early childhood and primary education, with a mean age of 34.4 years (SD = 6.8). The sample was obtained in two phases: 130 participants for the Exploratory Factor Analysis (EFA) and 791 participants for the Confirmatory Factor Analysis (CFA).ResultsThe study results show a modified three-factor structure of the PSI-SF scale, with adequate fit indices (GFI = .99, AGFI = .99, SRMR = .024, CFI = .98, TLI = .98, RMSEA = .074) and loadings above 0.40. Additionally, the three factors of the scale demonstrated high reliability, with Cronbach's alpha and McDonald's omega values for Parental Distress (α = .94; ω = .95), Parent–Child Dysfunctional Interaction (α = .97; ω = .97), and Difficult Child (α = .94; ω = .94). The scale was also found to be invariant with respect to gender.ConclusionIn conclusion, the study results suggest that the modified PSI-SF has adequate psychometric properties and is invariant for assessing parental stress in Peruvian fathers and mothers with children in early childhood and primary education.

본 연구의 목적은 예비유아교사들의 교사효능감 수준을 알아보기 위하여 와 의 교사효능감 척도를 타당화하여 예비유아교사들이 보다 신뢰롭고 타당한 척도를 사용할 수 있게 하기 위함이다 예비유아교사의 교사효능감 척도 타당화를 위해 국내에서 예비유아교사들의 교사효능감 척도로 주로 사용되고 있는 와 의 도구를 근거로 문항들을 수정 보완하였다 예비검사의 신뢰 도와 타당도를 알아보기 위해 서울 경기지역의 예비유아교사 명을 대상으로 하였으며 예비유아교사명을 대상으로 본검사를 실시하여 자료를 수집하였다 수집된 자료는 구인타당도 검증을 위해을 이용하여 탐색적 요인분석을 실시하였으며 을 이용하여 확인적 요인분석을 실시하였다 확인적 요인분석을 통해 교수전략효능감 수업능력효능감 자신감의 요인 문항이 추출되었다 예비조사의 탐색적 요인분석 후 검사의 하위요인별 신뢰도가 이상으로 비교적 양호하게 나타났고 확인적 요인분석을 통한 적합도 지수 으로 양호한 수준으로 나타났다 본 연구는 예비유아교사의 교사효능감 척도의 검증을 통해 예비유아교사에게 적합한 교사효능감을 측정할 수 있는 도구로서 타당성과 신뢰성을 입증하였다는 점에서 의의가 있다The purpose of this study is to justify Riggs and Enochs(1990)’s teacher efficiency measures to determine the level of teacher efficacy in pre-service early childhood teachers. This is to enable pre-service early childhood teachers to use newer, more reasonable scales. The questions were based on the tools of Riggs and Enochs(1990), which are mainly used in Korea as a gauge of the teacher s efficacy of the pre-service early childhood teachers for the sake of feasibility. The survey was carried out on 280 pre-service early childhood teachers in Seoul and Gyeonggi Province to check the reliability and feasibility of the preliminary examination. The survey was performed from 698 pre-service early childhood teachers to collect data. The collected data was analyzed by exploratory factor analysis using SPSS 18.0 for check the validity verification. The AMOS 18.0 was used for the confirmatory factor analysis. After the exploratory analysis of the preliminary investigation, the reliability of each sub-component of the inspection was relatively favorable over .60 or higher. It was measured that at good levels with goodness of fit index RMSEA(.047), CFI (.927), TLI (.883) through confirmatory factor analysis. The teacher efficacy measure of the pre-service early childhood teachers examined in this study is that in terms of demonstrating the validity and reliability as a tool that can measure teacher efficacy questions that take into account the characteristics of pre-service early childhood teachers according to the actual circumstances of Korea It has a meaning.

The purpose of the study is to examine the impact of early childhood teachers’ reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51 different cities in Turkey. Of the 362 participants, 333 are female (91%) and 29 are male (9%). The ages of the teachers range from 21 to 50, with a mean age of 27.47. The participants responded to a personal questionnaire; Early Childhood Teachers’ Teacher Efficacy Scale (ECTTES) and Reading Attitude Scale (RAS). Stepwise regression analyses for subtests CM, SE, PI, P and for total teaching efficacy indicate that reading attitude and teaching experience are significant predictors. For subtest C, reading attitude and age appear as significant predictors. For subtest IS, only reading attitude appears as a significant predictor. Accordingly, in order to improve early childhood teachers’ reading attitudes, book clubs and peer reading groups are recommended.