Measuring student teachers’ self-efficacy beliefs about family-teacher communication: Scale construction and validation

Karen De Coninck, Joan Walker, Benjamin Dotger, Ruben Vanderlinde

Research output: Contribution to journalArticle


This article describes the development of a self-report survey measure of student teachers’ self-efficacy beliefs about family-teacher communication. Consistent with a guiding conceptual framework (Walker & Dotger, 2012), an exploratory factor analysis (n = 266) suggested a two-factor structure: (1) structuring the conversation (α = .92) and (2) responsiveness to parents (α = .87). Confirmatory factor analysis with a second sample (n = 315) also indicated a good fit between the hypothesized two-factor model and the observed data. Despite their lack of experience, student teachers’ self-efficacy ratings were relatively high. Efficacy for structuring conversations (M = 6.7, SD = 1.02; range = 0–10) was lower than efficacy for responsiveness (M = 7.57, SD = 1.04; difference, -0.83, t(581)=−21.32, p < .01). Development of this measure is important because it underscores the complexity of family-teacher conference communication and the need for teacher competence at separate but related facets of communication. Implications for research and teacher education practices are discussed.

Original languageEnglish (US)
Article number100820
JournalStudies in Educational Evaluation
StatePublished - Mar 2020



  • Family-teacher communication
  • Measurement instrument
  • Self-efficacy beliefs
  • Student teachers
  • Teacher education

ASJC Scopus subject areas

  • Education

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