DOI: 10.3886/e246291v1
title: Data Access Files: Measuring Self-Efficacy for Equity-Centered Teaching: A Scale Development and Evaluation Study

description: Scholars
have called for a merging of Universal Design for Learning and Culturally
Sustaining Pedagogies to imagine a more complete vision of inclusion—one that
sustains students’ distinct identities while centering variability. Doing so
holds promise for creating equitable educational environments, especially for
students multiply marginalized in schools. Assessing teachers’ self-efficacy to
employ such equity-centered teaching (ECT) is one avenue for measuring
their potential for implementation. However, while scales measuring
self-efficacy for each distinct framework exist, none yet measure their
cross-pollination. In this study, we operationalized this cross-pollination as
ECT and utilized a six-stage approach to design a self-efficacy measure for
ECT. We employed Item Response Theory (N = 225) to gather evidence of
scale validity. Our construct concretizes a theoretical discussion into a
tangible resource, and our scale extends measurement opportunities in the ECT
literature by intersecting two important equity-oriented frameworks and
synthesizing them into a single accessible tool.
description: No weights were applied.
description: Presence of Common Scales: In this study, we created and established evidence of validity for a novel scale. Included in the data set are the items piloted in that scale. <br><br>Additionally, we employed two additional scales to provide evidence of convergent validity. They were:<br><b>Teacher Attitudes Toward Inclusion.</b>
The Teacher Attitudes Toward Inclusion Scale (TATIS; Cullen et al., 2010)
assesses the extent to which teachers hold positive attitudes toward three
aspects of inclusive teaching. Specifically, the scale measures teachers’
beliefs about: (a) including students with dis/abilities in the general
education setting, (b) educator roles and responsibilities related to
inclusion, and (c) the efficacy of inclusion. Cullen et al. assessed construct
validity for the scale using principal components analysis. Additionally, the
authors assessed scale reliability using Cronbach’s alpha and reported a total
scale reliability of α = .82. <b>Learning to Teach for Social Justice-Beliefs Scale.</b> The Learning to Teach for
Social Justice-Beliefs (SJB) scale (Enterline et al., 2008) measures
teachers’ beliefs about the importance of education serving a social justice
purpose. Ludlow et al. (2008) assessed the
scale using both classical test theory and Rasch IRT measurement principles.
The authors reported scale reliability across two survey administrations: the
first administration yielded α = .77 and the second administration yielded α =
.71.
description: We
surveyed a total of 225 educators. To be included, respondents were required to: (1) live
in the U.S.; (2) identify as a full-time or part-time educator; and (3) teach
in either a K–12 or postsecondary setting. Most
respondents in the sample taught in K–12 schools (72%). The sample was majority
white (80%) and female (72%), which is consistent with the U.S. teaching
population (National Center for Education Statistics, 2023). Teacher years of
experience ranged from less than one full year to 39 years (M = 11.44, SD
= 8.32). Teachers in our sample taught in 42 states, plus Washington, D.C.
description: Full and part-time K-12 and postsecondary U.S. teachers from 42 states, plus Washington, D.C.
description: web-based survey;