Abstract
Objective: This study aimed to develop a reading strategy scale and a reading self- efficacy scale to assess article reading among nursing school teachers and to test the scales’ reliability and validity. Methods: A questionnaire survey was administered to 350 teachers and 147 valid responses were obtained. The original items of the scales were created from interviews and literature reviews. Results: As a result of factor analysis, the “reading strategy scale” consisted of 9 items under 3 factors (understanding strategy, cooperative strategy, and arranging strategy). The “reading self-efficacy scale” consisted of 12 items under 2 factors (confidence in searching and understanding article, and confidence in continuing and promoting article reading performance). Both the scales were found to have internal consistency, stability, construct validity, and criteria-related validity. Conclusions: The reading strategy scale and the reading self-efficacy scale for nursing school teachers with the reliability and the validity were developed.
