ScholarWorks@숙명여자대학교

초록

Teacher efficacy measurements predominantly rely on self-report Likert scales, raising concerns about inter-individual comparability due to variations in response patterns. This study explored the anchoring vignette (AV) method as a complementary approach by examining how domain-general and domain-specific AV corrections influence self-reported teacher efficacy across three domains: instructional strategies, classroom management, and innovative learning support. Findings from a sample of 2,803 Korean elementary teachers revealed that while both AV correction methods maintained the original factor structure, they differentially impacted score distributions and interpretations. Domain-general AV correction increased correlations between subdomains, while domain-specific correction enhanced discriminant validity by decreasing subdomain correlations. Both methods improved scale reliability and measurement precision, though they showed reduced covariance with external variables, potentially addressing common method variance. The findings demonstrate how different AV approaches can enhance the validity of teacher efficacy measurements by accounting for individual differences in capability conceptualization.

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