Construct Validation of Preservice Teacher Efficacy on English Language Competency as Medium Instruction Scale: A Competing Model Study

Abstract

The aims of this study were 1) to explore competing models of the self-efficacy scale on English medium instruction of preservice teachers and 2) to test 3 competing models of the scale with empirical data. The target group comprised of 733 student teachers from Pibulsongkram Rajabhat University, and they were divided into 2 groups (n1 = 354 and n2 = 379). The instrument used in this study was the self-efficacy scale on English medium instruction of preservice teachers. Exploratory factor analysis and confirmatory factor analysis of competing models were used to analyze data. The results showed that 2 models were found from the exploratory factor analysis: (1) the 2-factor model of communication and teaching and (2) the 3-factor model of receiving information, sending information and teaching. When the two models were compared with the original 7-factor model; listening, speaking, reading, writing, media, teaching, and evaluation, it revealed that the 7-factor model was better fitted with the empirical data than the 2 competing models.