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Ross, J. A. (1994). Beliefs That Make a Difference: The Origins and Impacts of Teacher Efficacy. Proceedings of the Annual Meeting of the Canadian Society for the Study of Education, Calgary, June 1994.

has been cited by the following article:

• TITLE: Validation of the Physical Education Teacher’s Efficacy for Standards-Based Instruction (ESBI) Scale

  AUTHORS: Matthew T. Buns, Katherine Thomas Thomas

  KEYWORDS: Physical Educator, Self-Efficacy, PECAT, Assessment

  JOURNAL NAME: Advances in Physical Education, Vol.5 No.3, July 21, 2015

  ABSTRACT: The main purpose of this study was to determine the validity and reliability of the Efficacy for Standards-Based Instruction (ESBI) scale, developed by the current investigators, and to compare the ESBI with two other self-efficacy scales that had been used in physical education (TESPE, Chase, Lirgg, & Carson, 2001;TSES, Tschannen-Moran & Hoy, 2001). The ESBI, TESPE, and TSES were administered to 60 physical education teachers from 16 school districts in Iowa. Cronbach’s alpha (internal consistency) for the ESBI was .96, and the Equal-Length Spearman Brown split-half coefficient inferred good reliability (r = .90). The ESBI demonstrated better validity and reliability than the previously developed TESPE (Cronbach’s alpha = .89; Spearman Brown split-half coefficient = .86) and TSES (Cronbach’s alpha = .84; Spearman Brown split-half coefficient = .79). As a test of concurrent validity for ESBI, Pearson’s product moment correlations were performed to test the extent to which the total efficacy scores and subscales were related. The ESBI, TESPE, and TSES all had significant positive correlations with each other (p