Abstract

Self-efficacy is pivotal in education because of its influence on an individual’s personality and attitudes. It stems from the person’s belief in his or her capabilities to achieve a desired performance level and is especially important to special education teachers who deal with continual teaching challenges. Thus, to contribute to the increasingly challenging field of special education in the 21^st century, this study aims to measure the validity and reliability of a self-efficacy instrument among teachers of the Integrated Special Education Program for Learning Difficulties (ISEPLD). Three subconstructs were measured, namely 1) student engagement, 2) instructional strategies, and 3) classroom management. AMOS software program version 18 was used for the data analysis and values from Comparative Fit Index, Tucker Lewis Index and RMSEA were used to retain and correlate items. An instrument with three subconstructs containing 15 items of nine-point scale was tested in this study. The instrument was administered to 500 participants across Malaysia using the proportional stratified random sampling and by the means of Confirmatory Factor Analysis, the study has confirmed that the data corresponded to the model. Therefore, it is proposed that the 15-item instrument developed from the three subconstructs can be used in measuring self-efficacy among teachers of ISEPLD in Malaysia. 

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