Development of an instrument to measure the self-efficacy of teaching engineering design (SETED)

This work-in-progress paper describes the initial efforts and findings from the development of an instrument to measure the self-efficacy of teaching engineering design. This study started by identifying a need for the instrument, developing the engineering design construct, creating items based on this construct, refining the items, and testing the items. The items were tested with a sample population of pre-service teachers in Technology, Engineering and Design Education. The researchers started by first defining the construct of self-efficacy and the engineering design process. Items were generated and then sent to subject matter experts (SME) from engineering education, engineering, and technology engineering and design teacher education. The SMEs participated in a multi-round item refinement process to ensure valid aspects of teaching engineering design. When the initial refinement was completed, the items were administered to a sample population for further validity and reliability testing. Rotated factor analysis showed all items loading onto at least one factor, with only a few loading onto more than one. Cronbach´s a testing revealed a high internal reliability. While these tests did indicate a case for reliability and validity, they did not establish it.