Terry Locke|Michael Johnston
Developing an individual and collective self-efficacy scale for the teaching of writing in high schools
University of Waikato|Victoria University of Wellington
study reported focuses selfefficacy relation highschool teachers teaching writing 140 new zealand teachers four schools completed teacherofwriting selfefficacy scale twses based rhetorical model writing process incorporating five hypothesized dimensions initial principal components analysis undertaken 25 individual selfefficacy items investigate dimensionality data extent reflected dimensions hypothesized twocomponent solution emerged termed prewriting instructional strategies accounting 52 total variance compositional strategy demonstration 7 variance principal components analyses conducted groups items deemed thematically coherent loaded component confirmed data set group treated separately items approximately unidimensional measurement scales calibrated group items served dependent variables comparisons teachers selfefficacy different subjects statistically significant variations occurred resultant scale locations teachers english humanities science mathematics study findings implications teaching writing conceptualized secondary school indicate value viewing disciplinary literacies rhetorical terms