Abstract
The present study aimed at developing a teacher self-efficacy inventory for nursing teachers in nursing practice. 50-item questionnaires were mailed to 433 nursing teachers of which 245 were returned completed. Factor analysis identified 7 factors with 28 items: conference management, confidence in nursing practice, respect for students, utilization of teaching skills, preparation for practice education, appreciation of student situation, and facilitation of student learning. The 7 factors of the “Self-Efficacy toward Nursing Practice Teaching Inventory (SENPTI)” had an accumulation contribution percentage of 57. 8. SENPTI had promising reliability with Cronbach's alpha of 0.937. Both content validity and criterion-related validity were assessed. The criterion-related validity revealed medium correlation between SENPTI and a self-efficacy scale which measures general self-efficacy. Moreover, concepts related to teacher efficacy in practice education were examined. As a result, self-efficacy toward nursing practice teaching displayed a significant correlation with job-orientedness and job satisfaction. Results indicate that SENPTI is an instrument which can measure teacher efficacy and also that it has potential for analysis of related factors.
