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Gülay Karadere (Dipl.-Psych.)
Research Associate
guek@leibniz-psychology.org
LSWSH
Lehrerinnenselbstwirksamkeit im Hinblick auf Unterricht in sprachlich heterogenen Klassen
Short abstract
The LSWSH scale can be used to measure the self-efficacy of prospective and active teachers with regard to teaching in linguistically heterogeneous classes. It can be used both in university education for prospective teachers and in research. With a total of 17 items, the test covers the three dimensions "Teaching", "Diagnosing" and "General LSWSH", which address the significance of the perceived influence of other actors on the linguistic development of school students. In order to construct scales, items were translated from existing instruments and reformulated as well as completely redesigned. This preform was tested with factor analysis in a pilot study. The instruction as well as the item beginnings were adapted from the STSE scale of Pfitzner-Eden et al. (2014; Pfitzner-Eden, 2016a, 2016b). Reliability: There are findings regarding the internal consistency of the three subscales (N = 1 385: Total sample/Bachelor/Master sample): Teaching (Alpha = .84/.85/.83), Diagnosing (Alpha = .78/.78/.75) and General LSWSH (Alpha = .77/.78/.80). Validity: Context analyses with the scales of the STSE proved the construct validity of the newly developed scales. Two-factor variance analyses with the factors study phase and study programme yielded evidence for the curricular validity of the new scales, since the self-efficacy convictions of the study programmes were highest for the teaching profession at primary/secondary level I and for special education.
Leibniz Institute for Psychology (ZPID). (2019). Open Test Archive: LSWSH. Lehrerinnenselbstwirksamkeit im Hinblick auf Unterricht in sprachlich heterogenen Klassen. Available at: https://www.testarchiv.eu/en/test/9007809
Citation
Stangen, I. & Doll, J. (2019). LSWSH. Lehrerinnenselbstwirksamkeit im Hinblick auf Unterricht in sprachlich heterogenen Klassen [Verfahrensdokumentation und Fragebogen]. In Leibniz-Institut für Psychologie (ZPID) (Hrsg.), Open Test Archive. Trier: ZPID.
https://doi.org/10.23668/psycharchives.4721
Short information
Short Name LSWSH
English Name Teacher Self-Efficacy in Linguistically Diverse Classrooms
Authors Stangen, I., Doll, J.
Published in Test archive 2019
Copyright/Licence Copyright Authors; CC BY-NC-ND 4.0
Key words Preservice Teachers, Teacher Student Interaction, Classroom Management, Teacher Effectiveness Evaluation, Educational Quality, Teaching, Student Engagement, Language, Foreign Language Education
Language versions deu
Construct Self-efficacy (Jerusalem et al., 2009)
Application age preservice and active teachers
Item number 17 items
Subscales (1) Teaching, (2) Diagnosing, (3) General LSWSH
Application Time approx. 10 min.
Interpretation time approx. 2 minutes per case
Internal consistency: Cronbach's Alpha = .83-.85 (teaching), Alpha = .75-.78 (diagnosing), Alpha = .77-.80 (general LSWSH)
Findings on construct validity and curricular validity.
None; Reference data: Means and standard deviations.
Applications Research, Teaching
There is no abstract in English available. Short information about the measure can be found under Overview. More can be found on the German pages.
There is no review in English available. Short information about the measure can be found under Overview. More can be found on the German pages.
First published in
Doll, J. & Stangen, I. (2019). Selbstwirksamkeit angehender Lehrkräfte im Hinblick auf das Unterrichten in sprachlich heterogenen Klassen: Konstruktion von Skalen und Analyse der Entwicklung im Lehramtsstudium. Hamburg, Universität Hamburg, Fakultät für Erziehungswissenschaften.
Contact information
Ilse Stangen, Koordinatorin für die Reform der Lehrerbildung, Universität Hamburg, Fakultät für Erziehungswissenschaft, Didaktik der gesellschaftswissenschaftlichen und mathematisch-naturwissenschaftlichen Fächer (EW 5), Von-Melle-Park 8, D-20146 Hamburg
Prof. Dr. Jörg Doll, Projektkoordinator ProfaLe Qualitätsoffensive Lehrerbildung, Universität Hamburg, Fakultät für Erziehungswissenschaft, Projekt ProfaLe Qualitätsoffensive Lehrerbildung, Bogenallee 11, D-20144 Hamburg