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During the scale development stage, the instrument was e-mailed to 305 instructors selected via purposive sampling across faculties in health, social, science, fine arts, and engineering within randomly determined universities across seven regions of Turkey. Explanatory factor analysis excluded eight items, yielding a single-factor 40-item scale explaining 58.309% of total variance, with Cronbach’s Alpha of .98 for internal consistency. Findings support validity and reliability for assessing academic staff 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/teaching-learning-process-self-efficacy-beliefs-scale-tlpsebs-for-academic-staff-a-scale-development-study/592789/",{"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/teaching-learning-process-self-efficacy-beliefs-scale-tlpsebs-for-academic-staff-a-scale-development-study/592789.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the developed TLPSEBS measure?","Question",{"text":112,"@type":113},"It measures instructors’ teaching-learning process self-efficacy beliefs in higher education institutions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the scale developed and validated in terms of participants and sampling?",{"text":117,"@type":113},"The scale form was e-mailed to 305 instructors selected through purposive sampling across multiple university faculties and seven regions of Turkey.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the factor analysis and reliability results show?",{"text":121,"@type":113},"Explanatory factor analysis excluded eight items and produced a single-factor 40-item scale explaining 58.309% of total variance, with Cronbach’s Alpha of .98 for internal consistency.","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},592789,1792165383,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Asian Journal of Education and Training  \nVol. 6, No. 1, 47-56, 2020 ISSN(E): 2519-5387  \nDOI: 10.20448/journal.522.2020 .61.47.56  \n© 2020 by the authors; licensee Asian Online Journal Publishing Group  \nTeaching-Learning Process Self-Efficacy Beliefs Scale (TLPSEBS) for Academic Staff: A Scale Development Study  \nMutlu Uygur 1 􀀣   \nTuğba Yanpar Yelken2   \n1 The Ministry of Education, Mersin, Turkey.  \n2Mersin University, Education Faculty, Department of Curriculum and Instruction, Turkey.  \n(􀀣 Corresponding Author)  \nAbstract  \nA valid and reliable measurement tool has been developed to measure the teaching-learning process self-efficacy of instructors in higher education institutions. During the scale development stage, the scale form was e-mailed to 305 instructors, who were selected through purposive sampling method, working at the faculties of health, social, science, fine arts and engineering of the randomly determined universities in 7 regions of Turkey. As a result of the explanatory factor analysis, the 8 items were excluded from the scale and the single-factor scale with remaining 40 items explained 58,309% of the total variance. The internal consistency coefficient (Cronbach’s Alpha) of the scale was found to be .98 for the whole scale. It was concluded according to these findings that the scale developed in this study is a valid and reliable measurement tool that can be used to measure the teaching-learning process self-efficacy of the instructors working in higher education institutions.  \nKeywords: Academic staff, Higher education, Scale development, Self-efficacy beliefs, Instructor, Teaching-learning processes.  \nAcknowledgement: Both authors contributed to the conception and design of the study.  \nFunding: This study received no specific financial support.  \nCompeting Interests: The authors declare that they have no conflict of interests.  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study follows all ethical practices during writing.  \nContents  \n1. Introduction ...................................................................................................................................................................................... 48  \n2. Method ............................................................................................................................................................................................... 49  \n3. Results ................................................................................................................................................................................................ 50  \n4. Conclusion and Discussion............................................................................................................................................................. 54  \nReferences .............................................................................................................................................................................................. 54  \nContribution of this paper to the literature  \nIn this study, it is aimed to develop a measurement tool that can be used to measure the competencies of academic staff towards student-centered teaching-learning processes. Accordingly, the self-efficacy scale developed in the study will contribute to the field.  \n1. Introduction  \nTeaching-learning processes, also called educational situations, are the areas where the instructors focus most in terms of influencing and determining educational outcomes. The activity which we call learning in the classroom consists of three main areas: The subject to be learned, the process in which the subject will be learned (teachinglearning process) and the conditions that affect the student's learning (Alkan,","cbCaimQdvj32tDSU","https://ap.wps.com/l/cbCaimQdvj32tDSU","pdf",770998,"English","# Introduction\n# Method\n# Results\n# Conclusion and Discussion\n# References","[{\"question\":\"What does the developed TLPSEBS measure?\",\"answer\":\"It measures instructors’ teaching-learning process self-efficacy beliefs in higher education institutions.\"},{\"question\":\"How was the scale developed and validated in terms of participants and sampling?\",\"answer\":\"The scale form was e-mailed to 305 instructors selected through purposive sampling across multiple university faculties and seven regions of Turkey.\"},{\"question\":\"What did the factor analysis and reliability results show?\",\"answer\":\"Explanatory factor analysis excluded eight items and produced a single-factor 40-item scale explaining 58.309% of total variance, with Cronbach’s Alpha of .98 for internal consistency.\"}]","Teaching-Learning Process Self-Efficacy Beliefs Scale (TLPSEBS) for Academic Staff - A Scale Development Study | PDF",1792075590,25]