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In the scale development stage, 190 teachers completed the item set and exploratory factor analysis produced a four-factor solution. A 24-item final version was validated with 234 teachers, and confirmatory factor analysis supported the four-factor structure. Reliability was confirmed via Cronbach’s alpha (0.88–0.91). Multivariate analysis of variance showed significant differences by whether teachers received emergency remote teaching in-service training, supporting construct validity and practical usefulness.","A measure of emergency remote teaching: development and validation of a  \nteacher self-efficacy scale  \nKoray Kasapoglu, Tugba Selanik Ay, Bulent Aydogdu, Nil Duban  \nAbstract: This study aims to develop and validate a scale measuring emergency remote teaching self-efficacy of teachers. The scale was given to 190 teachers during the scale development stage. Four factors were extracted as a result of exploratory factor analysis. The final 24-item version of the scale was tested on 234 teachers during the scale validation stage. Confirmatory factor analysis validated the four-factor structure of the scale. Cronbach's alpha was calculated to be .88, .88, .89, and .91 for each factor, respectively. Furthermore, the Multivariate Analysis of Variance revealed that emergency remote teaching self-efficacy differed significantly depending on whether teachers received in-service training on emergency remote teaching or not. The results provided some evidence that the Emergency Remote Teaching Self-Efficacy Scale scores were valid and reliable. The Emergency Remote Teaching Self-Efficacy Scale provides information about self-efficacy in student-centered emergency remote teaching, self-efficacy in emergency remote teaching of a curriculum, self-efficacy in online emergency remote teaching, and self-efficacy in emergency remote teaching of students with special needs.  \nKeywords: Emergency remote teaching self-efficacy, quantitative, scale development, scale validation, teacher.  \nHighlights  \nWhat is already known about this topic:  \n• Emergency remote teaching self-efficacy is a teacher's confidence in his or her ability to plan and execute the necessary actions to teach remotely in emergencies.  \n• There is no single measure that can assess teachers' emergency remote teaching selfefficacy.  \nWhat this paper contributes:  \n• The Emergency Remote Teaching Self-Efficacy Scale is a valid and reliable assessment tool.  \n• The Emergency Remote Teaching Self-Efficacy Scale consists of four factors and 24 items. Implications for theory, practice and/or policy:  \n• To measure teachers' self-efficacy in emergency remote teaching, the Emergency Remote Teaching Self-Efficacy Scale can be used.  \n• Longitudinal research can be carried out to investigate changes in teachers' self-efficacy in emergency remote teaching.  \nIntroduction  \nWith the arrival of the COVID-19 on the global agenda in 2020, education, like all other fields, has been impacted. It has been reported that the pandemic has disrupted the education of more than 1.5 billion children worldwide (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2020) . Most countries have made the mandatory decision to continue with distance education until this emergency passes, in schools that were temporarily closed due to the pandemic. Several countries have been forced to discontinue education in person and shift teaching-learning activities online (Lin, 2021) . It has been stated that countries use a variety of remote learning sources including instructional packages (worksheets , printouts and textbooks), radio and television education, and online teaching resources, and that nearly all OECD and partner countries use online platforms during school lockdowns (Reimers & Schleicher, 2020) . Following the release of the first COVID-19 case in Türkiye on March 11, 2020, education in person was suspended in universities and all schools affiliated with the Ministry of National Education on March 14, 2020. While a brief recess was announced in educational institutions at the outset, it was anticipated that schools would be unable to open for the spring term due to a growth in the number of deaths from the COVID-19. Distance education has begun in Türkiye, as it has in many other countries, in order not to disrupt the educational process (Eken et al. , 2020) . The rapid transition of schools to distance education , as well as universities in the aftermath of the COVID-19 pandemic (","cbCaia6KQmIhraVb","https://ap.wps.com/l/cbCaia6KQmIhraVb","pdf",467446,"English","en",105,"# Abstract\n# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction","[{\"question\":\"What does the Emergency Remote Teaching Self-Efficacy scale measure?\",\"answer\":\"It measures teachers’ self-efficacy across multiple dimensions of student-centered emergency remote teaching, curriculum-focused teaching, online teaching, and teaching students with special needs.\"},{\"question\":\"How was the scale developed and validated?\",\"answer\":\"The study used exploratory factor analysis with responses from 190 teachers to extract four factors, then tested a final 24-item version with 234 teachers. Confirmatory factor analysis validated the four-factor structure.\"},{\"question\":\"What evidence supports the scale’s reliability and validity?\",\"answer\":\"Reliability was established using Cronbach’s alpha values ranging from .88 to .91 for the four factors. Multivariate analysis of variance showed self-efficacy scores differed significantly based on whether teachers had received in-service training on emergency remote teaching.\"}]","A measure of emergency remote teaching - development and validation of a teacher self-efficacy scale | PDF",1792076852,{"code":4,"msg":80,"data":81},"ok",{"site_id":74,"language":73,"slug":82,"title":65,"keywords":83,"description":66,"schema_data":84,"social_meta":138,"head_meta":140,"extra_data":142,"updated_unix":143},"a-measure-of-emergency-remote-teaching-development-and-validation-of-a-teacher-self-efficacy-scale","",{"@graph":85,"@context":137},[86,100,120],{"@type":87,"itemListElement":88},"BreadcrumbList",[89,93,95,98],{"item":90,"name":91,"@type":92,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":94,"name":9,"@type":92,"position":14},"https://docshare.wps.com/document/",{"item":96,"name":40,"@type":92,"position":97},"https://docshare.wps.com/document/research-report/",3,{"item":99,"name":65,"@type":92,"position":19},"https://docshare.wps.com/document/a-measure-of-emergency-remote-teaching-development-and-validation-of-a-teacher-self-efficacy-scale/593223/",{"url":99,"name":65,"@type":101,"image":102,"author":107,"headline":65,"publisher":109,"fileFormat":112,"inLanguage":73,"description":66,"dateModified":113,"datePublished":114,"encodingFormat":112,"isAccessibleForFree":115,"interactionStatistic":116},"DigitalDocument",{"url":103,"@type":104,"width":105,"height":106},"https://docshare.wps.com/thumbnails/a-measure-of-emergency-remote-teaching-development-and-validation-of-a-teacher-self-efficacy-scale/593223.png","ImageObject",300,407,{"name":63,"@type":108},"Person",{"url":90,"name":110,"@type":111},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":117,"interactionType":118,"userInteractionCount":39},"InteractionCounter",{"@type":119},"ViewAction",{"@type":121,"mainEntity":122},"FAQPage",[123,129,133],{"name":124,"@type":125,"acceptedAnswer":126},"What does the Emergency Remote Teaching Self-Efficacy scale measure?","Question",{"text":127,"@type":128},"It measures teachers’ self-efficacy across multiple dimensions of student-centered emergency remote teaching, curriculum-focused teaching, online teaching, and teaching students with special needs.","Answer",{"name":130,"@type":125,"acceptedAnswer":131},"How was the scale developed and validated?",{"text":132,"@type":128},"The study used exploratory factor analysis with responses from 190 teachers to extract four factors, then tested a final 24-item version with 234 teachers. Confirmatory factor analysis validated the four-factor structure.",{"name":134,"@type":125,"acceptedAnswer":135},"What evidence supports the scale’s reliability and validity?",{"text":136,"@type":128},"Reliability was established using Cronbach’s alpha values ranging from .88 to .91 for the four factors. Multivariate analysis of variance showed self-efficacy scores differed significantly based on whether teachers had received in-service training on emergency remote teaching.","https://schema.org",{"og:url":99,"og:type":139,"og:title":65,"og:site_name":110,"og:description":66},"article",{"robots":141,"canonical":99},"index,follow",{"doc_id":61,"site_id":74},1792162402]