Unveiling competence in the classroom: A multidimensional assessment of computer science teachers' self-efficacy in coding education

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dc.authoridSat, Mustafa/0000-0001-6522-3238
dc.contributor.authorSat, Mustafa
dc.contributor.authorKadirhan, Zafer
dc.date.accessioned2025-01-21T16:55:47Z
dc.date.available2025-01-21T16:55:47Z
dc.date.issued2024
dc.departmentKırıkkale Üniversitesi
dc.description.abstractThe significance of teachers' self-efficacy in coding education within K-12 settings has grown substantially. However, the literature lacks subject-specific measurement tools tailored to assess teachers' self-efficacy in coding instruction. This study adopted a mixed methods approach to develop a reliable and valid instrument for measuring computer science (CS) teachers' self-efficacy in teaching coding. The scale development involved a rigorous process encompassing item generation, expert validation, and pilot testing. Importantly, this process unfolded in seven steps with two distinct phases, and each phase involved independent sample groups. Subsequently, a comprehensive survey was administered to two samples of CS teachers (n = 318, n = 295) to assess the scale's psychometric properties. The results revealed robust internal consistency and construct validity of the 20-item Coding Teaching Self-Efficacy Scale (CTSES) with four intercorrelated dimensions: student motivation, subject knowledge, classroom management, and material development. Furthermore, additional analyses revealed the significant impact of teaching experience and self-reported coding knowledge level on teachers' self-efficacy in teaching coding. The implications of this study hold significance for both practitioners and researchers to understand teachers' self-efficacy in teaching coding and to explore its relation to teacher training, curriculum development, and the broader advancement of coding education within school settings.
dc.description.sponsorshipAnkara University
dc.description.sponsorshipNo Statement Available
dc.identifier.doi10.1007/s10639-024-12503-7
dc.identifier.endpage29
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue12
dc.identifier.scopus2-s2.0-85184208914
dc.identifier.scopusqualityQ1
dc.identifier.startpage1
dc.identifier.urihttps://doi.org/10.1007/s10639-024-12503-7
dc.identifier.urihttps://hdl.handle.net/20.500.12587/25842
dc.identifier.volume29
dc.identifier.wosWOS:001156356300002
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducation and Information Technologies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241229
dc.subjectCoding teaching self-efficacy scale (CTSES); Computer science education; Self-efficacy assessment; Coding instruction; Scale development; Teacher self-efficacy
dc.titleUnveiling competence in the classroom: A multidimensional assessment of computer science teachers' self-efficacy in coding education
dc.typeArticle

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