Teacher self‐efficacy: Validating a new measurement scale to capture the elusive construct

Abstract Teachers’ beliefs in their ability to positively impact students’ learning outcomes has become a strong indicator of teachers’ motivation and behaviour towards the instructional strategies they employ. However, measuring the broader concept of teacher self‐efficacy is still somewhat problematic as current scales are dated, have measurement problems, and are not theoretically sound. This paper proposes a new theoretically and rigorously developed scale of teacher self‐efficacy that meets current teaching standards and is validated and tested through two phases. This new teacher self‐efficacy scale will hopefully greatly facilitate and advance this elusive theoretical construct.