Sat, MustafaKadirhan, Zafer2025-01-212025-01-2120241360-23571573-7608https://doi.org/10.1007/s10639-024-12503-7https://hdl.handle.net/20.500.12587/25842The 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.eninfo:eu-repo/semantics/openAccessCoding teaching self-efficacy scale (CTSES); Computer science education; Self-efficacy assessment; Coding instruction; Scale development; Teacher self-efficacyArticle291212910.1007/s10639-024-12503-72-s2.0-85184208914Q1WOS:001156356300002N/A