The aim of this study was to develop an instrument to evaluate the educational program’s training. The program used for this purpose was the Olympic Education Program…
The aim of this study was to develop an instrument to evaluate the educational program’s training. The program used for this purpose was the Olympic Education Program, which has been implemented in Greek primary and secondary schools since 2000. First, the face validity of items was evaluated, second, the pool of the items selected was factor analyzed. Exploratory factor analysis indicated a three‐factor solution with high internal consistency. The instrument, Professional Development Evaluation Form of the Olympic Education Program, consisted of three factors containing 21 items. The three factors obtained were “training”, “study groups”, and “total impression”. The results provide adequate psychometric support for the instrument. The questionnaire seems a promising tool for the evaluation of professional development procedures. Although the results were encouraging, further research would be very helpful in order to improve the instrument.
The purpose of the present study is to examine the applicability of the Teachers' Sense of Efficacy Scale (TSES, Tschannen‐Moran and Woolfolk‐Hoy) to educators teaching an…
The purpose of the present study is to examine the applicability of the Teachers' Sense of Efficacy Scale (TSES, Tschannen‐Moran and Woolfolk‐Hoy) to educators teaching an innovative program, namely, the Olympic Education Program. TSES applicability was inferred from examination of the TSES factor structure, its internal consistency and its logical, theoretical consistent pattern of relations between TSES and other measures.
A total of 175 educators completed a Greek version of the TSES along with the reduced personal accomplishment subscale of the Maslach Burnout Inventory.
Exploratory factor analysis showed that TSES can be applied to educators of an innovative educational program to study an overall factor of teachers' sense of competence. Mean values suggested that educators had strong efficacy beliefs. In addition, TSES responses were negatively associated with reduced personal accomplishment scores (r=−0.37).
Self‐reported strong sense of efficacy may not be well‐grounded or authentic, since a variety of factors (e.g. social desirability) may have influenced educators' responses.
The present study extends the existing evidence of the applicability of the TSES in a cultural context different from that for which it was originally developed, namely, in the Greek educational setting, for assessing educators teaching an innovative educational program.