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The scale was built through literature review, one-on-one feedback from teaching staff, and an item pool of 40 derived from prior research. Analyses used a 410-person dataset, with Exploratory Factor Analysis on 200 remaining cases. After the first application, 7 items were removed, yielding 33 items across five sub-dimensions. 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The literature was screened during the development of the scale, the opinions of the teaching staff about the subject were taken one-on-one, and a pool of 40 items was created by making use of the previous studies related to this field. The validity and reliability of the measurement tool were analyzed on the 410-person data set obtained from the application. Exploratory Factor Analysis (EFA) was conducted with the remaining 200 data from the data set, without looking at specific criterion on the structure validity of the scale. As a result of the Exploratory Factor Analysis applied to the data obtained after the first application, 7 items were removed from the 40-item scale. It was determined that the remaining 33 items consisted of 5 sub-dimensions. The scale sub-dimensions are named as follow respectively; “Comparing yourself with other faculty members”,“Being able to combat the difficulties faced”, “Selfdevelopment”,“Effective teaching process of a course” and “Extracurricular activity”. The Cronbach’s alpha coefficient was .877 for the whole scale, and it was as follows for the subdimensions in respective order; .920.927.895.833 and .828. These findings have revealed that the scale is a tool that can measure academic staffs’ Self-Efficacy levels with five factors. The scale is expected to be used by researchers in the field. |\n| Article history\u003Cbr>Received: May 08, 2020\u003Cbr>Accepted: July 23, 2020\u003Cbr>Published: August 31, 2020\u003Cbr>Volume: 11 Issue: 4\u003Cbr>Advance access: August 2020 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Self-Efficacy,\u003Cbr>Faculty Members,\u003Cbr>Scale Development,\u003Cbr>Self-Development |  |\n\nINTRODUCTION  \nSelf-efficacy, a crucial outcome of Social Learning Theory, has been investigated by several scholar in educational sciences (Kaya & Akdemir, 2016; Yıldırım & İlhan, 2010;Özdemir, 2008) . Bandura (1990), who explained the behavior of the individual as a structure affected by continuous interaction of cognitive (mental), behavioral and environmental factors, stated in his Social Learning Theory that the behavior was also regulated pursuant to this interaction. The basic principles of Social Learning Theory are mutual determination, symbolization capacity, foresight capacity, indirect learning capacity, self-regulation capacity, and self-efficacy (Bandura, 1990) .  \nBandura states that the impact of his/her self-efficacy beliefs on the individual is realized in four different ways, which are their impact on cognitive process, on motivation, on coping with negativity and on way of life. The self-efficacy belief is effective in determining the goals of individuals. While an individual with high self-efficacy belief does not have difficulty in setting goals and achieving them, an individual with low self-efficacy belief is unsure of his/her goals and fails in many attempts he/she makes. This situation displays the impact of the self-efficacy belief on cognitive process. The self-efficacy belief plays a very important role in the motivation of individuals. Individuals  \nbecome motivated to achieve their goals. There is a direct relationship between motivation and self-efficacy (Ayık & Ataş, 2013). When individuals have high self-efficacy belief as they undertake an ac","cbCainhi12oky3wa","https://ap.wps.com/l/cbCainhi12oky3wa","pdf",1089631,"English","# Abstract\n## Introduction\n## Article Info\n## Article history\n## Conflicts of interest and Funding\n## Key words","[{\"question\":\"What is the purpose of the study described in the abstract?\",\"answer\":\"To develop a measurement tool with validity and reliability for identifying academic self-efficacy attitudes of faculty members working in education faculties.\"},{\"question\":\"How was the scale initially constructed before validity and reliability testing?\",\"answer\":\"Through literature screening, one-on-one opinions from teaching staff, and building a pool of 40 items based on previous studies.\"},{\"question\":\"What were the main results from the factor analysis?\",\"answer\":\"Exploratory Factor Analysis led to removal of 7 items, leaving 33 items across five sub-dimensions, and the overall Cronbach’s alpha was .877.\"}]","Validity and Reliability Study of Academic Self-Efficacy Scale for Faculty Members | PDF",1792068627,23]