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Evaluation of the Psychometric Properties of the Teacher Efficacy for Promoting Partnership Measure

Amanda L Moen, University of Nebraska - Lincoln


One of the most critical factors associated with optimal development of young children is an engaged parent who provides warmth and stimulation. Recognition of this finding has led to efforts among policy makers and practitioners to implement and emphasize collaboration and partnership with families beginning in the earliest years of a child's education (ACF, 2011; NAEYC, 2008). Family-school partnerships in preschool are systems-level services that can enhance child learning and development and promote positive parenting practices and empower parents to participate in their child's education in a meaningful way. Despite the critical importance of and increasing emphasis on teacher-parent partnerships, there is limited understanding of the partnership practices of front line educators who interact with families on a daily basis and are key stakeholders in partnership relationships. An important facet of professional practice is self-efficacy, but there is currently no empirical understanding of teacher self-efficacy for partnering with parents and how it affects collaborative processes. The gap in understanding teacher efficacy for partnering with parents is largely due to the absence of a psychometrically sound instrument. The Teacher Efficacy for Promoting Partnership measure has been developed in response to this significant need and requires investigation of the psychometric properties. The current study examined the evidence for the reliability (via coefficient alpha, coefficient omega) and validity (via confirmatory factor analysis, correlations) of the Teacher Efficacy for Promoting Partnership measure. The study sample was comprised of Head Start educators. Following contact with regional administrators to share information about the study, individual agency administrators were contacted. A nationally representative sample of educators participated and were provided a written consent form, survey, and compensation for their valuable contribution. To maximize survey response rates, follow-up post cards and surveys were sent. Results from the study indicated strong evidence for the reliability of the measure with both coefficient alpha and coefficient omega. Further, evidence was found for convergent-related validity of the measure. The results of the confirmatory factor analyses suggest that further refinement and analysis of the measure is necessary. Future research should include alteration of items and re-evaluation among a sample of early childhood educators.

Subject Area

Early childhood education|Educational psychology|Psychology

Recommended Citation

Moen, Amanda L, "Evaluation of the Psychometric Properties of the Teacher Efficacy for Promoting Partnership Measure" (2018). ETD collection for University of Nebraska-Lincoln. AAI10826065.