ScholarWorks@숙명여자대학교

초록

Self-reported measures are relatively easy to develop the instrument and straightforward to score and interpret responses. Due to these advantages, self-reported measures are widely applied in the area of educational research, however, there has been considerable skepticism about their validity, considering individual differences in understanding of questions and reference group in relative comparisons, and social desirability bias. The current study paid attention to the potential of the anchoring vignette method as an alternative to the self-reported measures and intended to develop the instrument measuring teacher efficacy using the anchoring vignette method. In particular, this study developed the anchoring vignette items in two ways, (1) items measuring directly sub-areas of teacher efficacy (domain-specific) and (2) items measuring general efficacy (domain-general). A small-scale pilot study was conducted to elementary school teachers and final instrument was derived after analyzing the results from the pilot study including hypothesis examination of the anchoring vignette equivalence. Additionally, the results from recoding responses in the self-reported measures using the anchoring vignette items suggested that two types of the anchoring vignette items functioned differently.