Teacher Self-Efficacy for Dialogic Teaching: Scale Development and Psychometric Validation

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Abstract
Dialogic teaching (DT) is widely used in English language teaching (ELT), but its success depends on what teachers believe they can do with classroom dialogues. However, there is no task-specific scale to measure preservice teachers’ self-efficacy for using DT in ELT. As the first phase of a three-paper research project, this study develops and provides initial validation of the Self-Efficacy Scale for Dialogic Teaching (SESDT). The items were based on dialogic teaching theory and Bandura’s guidelines, and were refined through expert review and pilot testing. The scale was then given to 367 preservice teachers at the Royal University of Phnom Penh. Exploratory factor analysis showed a four-factor structure: Promoting Critical Dialogue, Facilitating Dialogue, Assessing Dialogue, and Dialogic Questioning. The scale showed high reliability and a clear structure, with related but distinct aspects of dialogic teaching self-efficacy. The current SESDT provides psychometric evidence and can serve as a useful tool for future research and teacher development.

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