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Education Research International
Volume 2011 (2011), Article ID 149530, 7 pages
http://dx.doi.org/10.1155/2011/149530
Research Article

Teacher Efficacy as a Multigroup Model Using Latent Class Analysis

1Department of Teacher Education and Administration, University of North Texas, Denton, TX 76203-5017, USA
2School of Education, Hamline University, Saint Paul, MN 55104-1284, USA

Received 24 August 2010; Accepted 16 November 2010

Academic Editor: Gwo-Jen Hwang

Copyright © 2011 Colleen Eddy and Donald Easton-Brooks. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Research measuring teacher efficacy suggests that participants are representative of one-efficacy group. Of the few studies, which measures efficacy as a multidimensional occurrence, teachers are presented as having either low or high efficacy. These studies often use mean or median splits to determine low and high efficacy groups. What is of concern is whether there is a significant probability that those in the low and high groups are actually representative of the data Further, a question exists of whether teacher efficacy is statistically representative of one-efficacy group or representative of more than two efficacy groups. Using Latent Class Analysis (LCA), this study found that mathematics efficacy groups of preservice teachers vary based on where they were in their academic program.