A Rasch analysis of the Teachers Music Confidence Scale

Yim, Hoi Yin Bonnie and Abd-El-Fattah, Sabry and Lee, Lai Wan Maria (2007) A Rasch analysis of the Teachers Music Confidence Scale. International Education Journal, 8 (2). pp. 260-269. ISSN 1443-1475

Abstract

This article presents a new measure of teachers’ confidence to conduct musical activities with young children; Teachers Music Confidence Scale (TMCS). The TMCS was developed using a sample of 284 in-service and pre-service early childhood teachers in Hong Kong Special Administrative Region(HKSAR). The TMCS consisted of 10 musical activities. Teachers rated their confidence levels to conduct each activity on a scale from 1 (Not confident at all) to 5 (Very confident). An exploratory factor analysis retained a 10-item single factor that was replicated using confirmatory factor analysis procedures. All items of the TMCS fitted the Rasch model adequately.In-service teachers showed higher confidence levels to conduct several musical activities with young children than pre-service teachers. Implications of these findings for measuring teachers’ confidence to conduct musical activities with young children were discussed.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Contact email: Hoi.Yim@usq.edu.au. Author version not held.
Depositing User: Dr Bonnie Hoi Yin Yim
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 13 May 2010 05:03
Last Modified: 02 Jul 2013 23:49
Uncontrolled Keywords: music education, early childhood education, confidence, in-service and pre-service teachers, Rasch analysis
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130102 Early Childhood Education (excl. Maori)
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
URI: http://eprints.usq.edu.au/id/eprint/7653

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