Analysis

The BTES (Beliefs about Teaching Effectiveness Scale) consists of a series of statements that educators respond to based on their own perceptions of their ability to influence students’ academic performance. The statements are typically categorized into various dimensions such as teacher self-efficacy, classroom management effectiveness, and confidence in instructional techniques and the ability to encourage active student participation in learning.

Purpose

The purpose of the BTES is to provide a measure of teaching effectiveness and the impact of the teacher on the educational process. It can be used to evaluate the outcomes of educational programs and policies, as well as to identify areas where further support or training is needed.

Scoring

Scoring for the BTES usually involves a self-report rating scale, where the teacher indicates the degree to which they agree with each statement in the questionnaire. Responses typically range from “strongly disagree” to “strongly agree,” offering a quantitative measure of the teacher’s beliefs and confidence in their effectiveness.

Literature

Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Information Age Publishing.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.