Dr.  V.O. Igbinosa


To carry out this study, four null hypotheses were posited to give direction. The sample of the study comprised one hundred and sixty (160) randomly selected teachers from public Secondary Schools in Ikeja Local Government Area of Lagos State. The instrument used for data collection was a 30 item scale titled “Teacher effectiveness scale (TES)” which was developed through the adoption of the items from the Megan Tschannen-Moran, College of William and Mary Anita Woolfolk Hoy, the Ohio State University Teacher self-efficacy scale (TSES) and additional items generated by the researcher making the total items used as 41.The data collected were analyzed and the formulated hypotheses were tested using Crobanch’s Alpha, Descriptive Statistics and Pearson Product Moment Correlation statistical tools. The hypothesis was tested at 0.05 level of significance. There was significant correlation among the Teachers’ Effectiveness Scale. Based on this result of the findings the following recommendations were made. They include: Content Validity Ratio (CVR) becomes inevitable to determine validity coefficient of instrument because this formula requires the number of panels that would rate the items good and the total number of panels. The summation of the scores of the items would give a true picture of the validity coefficient; Validation of instrument would yield good result if the psychometric properties of the instrument was held to a high esteem; Crobanch’s Alpha technique was required to refine and isolate the bad items from the good ones and also to ensure high validity and reliability coefficient of the questionnaire and others.

Keywords: – Teacher efficacy, Construct validity, factor analysis, Factorial validity.

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