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Literature review and participant written responses informed an item pool, adapted into a 5-point Likert instrument administered to 176 trainees. Results indicate three factors with 25 items, strong construct validity and internal consistency, and high reliability (Cronbach’s alpha 0.972). Exploratory factor analysis supports construct validity with factor values 0.57–0.82 and total variance 70.379%. Sampling adequacy (KMO 0.95) and Bartlett’s test are significant, supporting use of the scale in TFL contexts to measure pre-service teachers’ teaching self-efficacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/conceptual-and-psychometric-properties-of-a-self-efficacy-perception-scale-for-teaching-turkish-as-a-foreign-language/602544/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/conceptual-and-psychometric-properties-of-a-self-efficacy-perception-scale-for-teaching-turkish-as-a-foreign-language/602544.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To examine the conceptual and psychometric properties of a self-efficacy perception scale for determining pre-service teachers’ self-efficacy toward teaching Turkish as a Foreign Language (TFL).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the scale developed and administered?",{"text":117,"@type":113},"An item pool was formed based on related literature and participants’ written responses, adapted into a 5-point Likert scale, and administered to 176 pre-service Turkish teachers using random sampling.",{"name":119,"@type":110,"acceptedAnswer":120},"What psychometric results support the scale’s reliability and validity?",{"text":121,"@type":113},"Exploratory factor analysis showed three factors with 25 items, with factor values ranging from 0.57 to 0.82 and total explained variance of 70.379%. Reliability was high, with Cronbach’s alpha = 0.972, and sampling adequacy and significance were supported by KMO = 0.95 and a significant Bartlett’s test.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602544,1792144870,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Conceptual and Psychometric Properties of a Self-efficacy Perception Scale Based on Teaching Turkish as a Foreign Language  \nCavus Sahin*, Mustafa Yunus Eryaman**, Tugba Kocer*** & Omer Kocer****  \nCanakkale Onsekiz Mart University  \nAbstract  \nThe main purpose of this descriptive research study is to investigate the conceptual and psychometric properties of a self-efficacy perception scale developed for determining selfefficacy perception of 3rd and 4th grade Turkish pre-service teachers, who took Turkish as a Foreign Language (TFL) course theoretically in undergraduate level, towards teaching TFL. As a result of analysis of the related literature and written responses of participants, researchers initially formed an item-pool by considering that they best suit to TFL context. Then, they adapted the items into 5-point Likert scale. The current instrument was administered to 176 pre-service Turkish teachers with a random sampling design. The repetitive statistics showed that the instrument has three factors with 25 items that measure the self-efficacy of participants. The factors which have been identified in the instrument possess the construct validity and psychometric properties of internal consistency. The reliability and validity of the scale were analyzed with SPPS 17.0. According to exploratory factor analysis results for maintaining construct validity of the scale, factor values of the scale changed between 0.57 and 0.82, and total variant of the scale was found to be 70.379 % . As for the Kaiser-Meyer-Olkin (KMO) measuring of sampling adequacy and Bartlett‟s test ofsphericity, KMO is found to be 0.95 being greater than 0.60 and Bartlett‟s test is large with Chi-square value (χ2(300) = 4143.5; p\u003C ,0001) and significant at 0.000. As for reliability, the results showed that the items of scale in terms of item-total correlation changed between 0.45 and 0.84, and the total internal reliability coefficient of the scale (Cronbach‟s Alpha) was calculated as 0.972. Additionally, the two scholars gave their positive opinions in favor of the scale for face validity.The results indicates that the scale has the validity and reliability. Furthermore, the findings of the study confirmed that this scale had validity and reliability that could be used in TFL context for exploring pre-service teachers‟ self-efficacy perception towards teaching TFL.  \n􀀍 Cavus Sahin is an associate professor at the department of Elementary Education in Canakkale Onsekiz Mart University, Turkey  \n􀀍􀀍 Mustafa Yunus Eryaman is an associate professor at the department of Elementary Education in Canakkale Onsekiz Mart University, Turkey  \n􀀍􀀍􀀍 Tugba Kocer is a MA student at the department of Turkish Language Teaching in Canakkale Onsekiz Mart University, Turkey  \n􀀍􀀍􀀍􀀍 Omer Kocer is a PhD candidate and a research assistant at the department of Turkish Language Teaching in Canakkale Onsekiz Mart University, Turkey  \nIntroduction  \nPerceived self-efficacy is basically defined as people‟s beliefs in their capabilities to produce given tasks (Bandura, 1997) . As for teaching profession, teachers‟ self-efficacy has been concerned with their beliefs and student learning outcomes (Gibson & Dembo, 1984; Henson, Kogan & Vacha-Haase, 2001) . Self-efficacy is therefore one of the important factors in educational inquiry such as assumption, attitude, motivation and perception. According to Bandura (1993, 1997), „efficacy is then likely such a belief. Teachers‟ perceived capabilities to teach a topic seem to have a direct impact on teaching practices. Teachers‟ perceived efficacy influences not only the kind of environment they create for their students but also their judgments about the different tasks they perform to bring about student learning (Cited in Chacon, 2005: 257) .  \nAlthough many studies have investigated foreign language teacher efficacy in different disciplines, there has been no research in TFL context as regards to teachers‟ self-efficacy. Moreover, the stu","cbCaiaXDOplzRkzf","https://ap.wps.com/l/cbCaiaXDOplzRkzf","pdf",351421,13,"English","# Abstract\n# Introduction\n## Background on self-efficacy and teacher efficacy\n## Gaps in research on TFL teacher self-efficacy\n## Frameworks and categories of teacher self-efficacy","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine the conceptual and psychometric properties of a self-efficacy perception scale for determining pre-service teachers’ self-efficacy toward teaching Turkish as a Foreign Language (TFL).\"},{\"question\":\"How was the scale developed and administered?\",\"answer\":\"An item pool was formed based on related literature and participants’ written responses, adapted into a 5-point Likert scale, and administered to 176 pre-service Turkish teachers using random sampling.\"},{\"question\":\"What psychometric results support the scale’s reliability and validity?\",\"answer\":\"Exploratory factor analysis showed three factors with 25 items, with factor values ranging from 0.57 to 0.82 and total explained variance of 70.379%. Reliability was high, with Cronbach’s alpha = 0.972, and sampling adequacy and significance were supported by KMO = 0.95 and a significant Bartlett’s test.\"}]","Conceptual and Psychometric Properties of a Self-efficacy Perception Scale for Teaching Turkish as a Foreign Language | PDF",1792094850,33]