Development and Validation of a Research Self-Efficacy Model for Student Teachers at Rajabhat Universities: A Second-Order Confirmatory Factor Analysis
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Abstract
Research self-efficacy is a key factor influencing the confidence and success of student teachers in conducting research. The objectives of this research were to develop and validate the fitness of the research self-efficacy factor model for student teachers at Rajabhat Universities with empirical data. The sample consisted of 500 student teachers selected using multi-stage sampling. The research instrument was a 5-point Likert scale. The content validity of the scale ranged from .80 to 1.00 based on an index of item objective congruence by five experts. The reliability of the scale was .965 based on Cronbach’s alpha reliability coefficient method. Data were analyzed using descriptive statistics and second-order confirmatory factor analysis (CFA). The results indicated that the research self-efficacy of student teachers at Rajabhat Universities comprises four factors: research planning, research design, research implementation, and research management. Each factor included 2-3 indicators and was consistent with empirical data, as evidenced by the following goodness of fit indices: c2=17.44, df=17, p=.425, c2/df=1.026, CFI=1.00, GFI=.993, AGFI=.978, RMSEA=.007, and SRMR=.012. The standardized factor loadings for the main factor ranged from .814 to .967, while the standardized factor loadings for the indicators of each factor ranged from .756 to .887. It is recommended that teacher education institutions utilize the developed model as a framework for curriculum development and the design of activities that strengthen student teachers’ research competencies. This approach can foster their research self-efficacy and enhance their ability to conduct research effectively.
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