摘要：This study aimed to develop a self-efficacy scale to be used to measure elementary school teachers’ selfefficacybeliefs regarding computer and internet use. For this purpose validity (content, face, construct, and criterion validity)and reliability (internal consistency and temporal reliability) studies were conducted. After being tested for content and facevalidity through expert opinion, the draft scale was piloted first on 250 elementary school teachers. Initial exploratory factoranalysis yielded two alternative models which accounted for 66.16% and 74.02% of the total variance, respectively. Theconfirmatory factor analyses confirmed the two-factor model with acceptable goodness of fit indices(X2/sd=200.36/100=2.00; p=0.000; RMSEA= 0.063; GIF= 0.91; AGFI= 0.92; SRMR=0.031; CFI=0.97; NFI= 0.95; andNNFI=0.97). The final scale was administered on 328 elementary school teachers for a follow-up confirmatory factoranalysis, which also yielded adequate fit indices. A concurrent criterion validity analysis was also conducted using twodistinct criterion scales, which yielded significant moderate-to-high levels of positive correlations. Finally, the results of thereliability analyses suggested that Computer and Internet Self-Efficacy Scale is able to measure elementary school teachers’senses of efficacy for computer and internet use reliably.
关键词：elementary school teachers; self-efficacy beliefs; computer and internet use
