Tool-Description

The Teacher Locus of Control (AQ-25) is a psychometric tool designed to assess the locus of control of educators, meaning their belief about the extent of control they have over the outcomes of their students and their professional lives. This scale includes 25 questions that examine teachers’ attitudes toward their successes and failures, as well as how they attribute the causes of those outcomes.

The scale distinguishes between two main categories:

Internal locus of control: Belief that successes and failures are due to one’s own efforts and abilities.

External locus of control: Belief that successes and failures are due to external factors, such as luck or the influence of others.

Data Analysis and Usage

Data collected from the AQ-25 are used to analyze educators’ perceptions of the control they have over their teaching. Key analyses include:

Reliability analysis: Calculating Cronbach’s alpha to determine the internal consistency of the scale.

Factor analysis: To confirm the dimensions of control and the factors influencing teachers’ perceptions.

Correlation analysis: To explore the relationship between locus of control and other parameters, such as job satisfaction, self-esteem, and student performance.

Purpose

The main goal of the AQ-25 is to determine teachers’ locus of control and how it affects their professional behavior and student outcomes. The scale aims to:

Provide insights for the professional development of educators.

Help understand how teachers’ beliefs impact teaching and learning.

Identify areas needing intervention to enhance internal locus of control and reduce feelings of external control.

Calibration

The calibration of the AQ-25 involves:

Reliability analysis to ensure the consistency of responses.

Confirmatory factor analysis to test the validity of the scale’s structure.

Cross-validation in different populations to ensure that the scale is generalizable and applicable across various educational settings.

Bibliography

Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-28.

Alderman, G. (1990). The relationship between locus of control and teacher burnout. Educational Research Quarterly, 14(4), 29-37.

Akinsola, M. K. (2009). The influence of teachers’ locus of control on students’ academic performance in mathematics. Educational Research and Review, 4(6), 284-289.