摘要：This study intended to provide evidence of the reliability and validity of the ELL Education Self-Efficacy Scale. Embedded in Bandura’s self-efficacy theory, the scale was created to assess mainstream pre-service teachers’ self-efficacy in teaching English Language Learners (ELLs). The participants of this study were pre-service teachers whose primary training has been in one or more traditional subject areas, such as mathematics, science, English, or social studies. The content validity of the ELL Education Self-Efficacy Scale was developed and established through five steps: defining the construct, creating the domain and item pool based on the literature, deciding the format and wording, conducting expert reviews, and implementing a pilot study. Exploratory factor analysis, parallel analysis, and Cronbach’s alpha were also employed to examine data collected from 278 mainstream pre-service teachers in six American universities. The results supported a 46-item scale with three underlying factors, including sociocultural efficacy, linguistic efficacy, and pedagogical-content efficacy. The study provides educators with insights on improving teacher education to prepare all teachers to work with ELLs.
