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3.11 Instrument Validity and Reliability in the Indonesian Context
The first instrument, the scale, consisted of five subscales. Two subscales were devised by the researcher based on the theoretical construct that was believed to
be fit with what the researcher wanted to measure. The efficacy for English subscale, for example, was developed based on the English-related skills an
English teacher needs for both communication and instruction purposes. The other subscale, the efficacy for curriculum implementation, was developed
based on the guidelines of the implementation of the curriculum in the English classroom.
The other three sub-scales, the efficacy for teaching strategies, efficacy for classroom management, and efficacy for student engagement, were adopted
from Tschannen- Moran and Hoy‘s Ohio State teacher efficacy Scales
Tschannen-Moran Hoy, 2001. These scales had proven to have high reliability, with 0.91 for the teacher efficacy for instructional strategy, 0.90 for
classroom management and 0.87 for student engagement. They were also high when applied in other research for the efficacy among new teachers in Sarawak,
Malaysia with an overall reliability of 0.97, 0.94 for instruction, 0.93 for classroom management and 0.93 for students‘ engagement Murshidji, Konting,
Elias Fooi, 2006. The reliability of the data was computed using the Cronbach‘s alpha to find the
reliability coefficient. Based on the analysis, the reliability coefficients of the
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data were .97 for the overall efficacy scale, with .91, .92, .93, .91, and 94 respectively for the five efficacy subscales. The reliability coefficients for the
engagement scale were also high with an overall Cronbach‘s alpha of .91 and
the alphas of .76 for vigor, .83 for dedication and .79 for absorption.
3.12 Factor Analyses
Exploratory factor analyses were carried out on both teachers‘ efficacy and
work engagement scales. The factor analyses, however, were not used as the basis of the analyses in the present study. This was due to the extensive
validation that had been done to verify both scales. The factor analyses done in the present study, however, served to provide cultural comparison resulting
from culturally different groups of sample and the possible potential adaptation in response to different cultural and social background of the participants as
well as different nature of teaching profession. More detailed discussion on the result of the factor analyses could be found in the chapter on the presentation of
the findings Chapter 4.
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Chapter 4 Research Findings
4.1 Introduction
This chapter presents the findings of the analyses on the quantitative data. Presentation begins with the results of the descriptive analysis consisting of
sample description and distribution, and is followed by the findings of the quantitative results analyzed using the multi-factor Multivariate Analyses of
Variance MANOVA. It also reports the findings related to the effects of Competency-based Integrated Training CBIT
on the teachers‘ self-efficacy beliefs analyzed using the repeated measures MANOVA. Another section in
this chapter reports the findings about the level of work engagement of the participants, and the relation between teachers‘ efficacy and work engagement.
The results of factor analyses and the reliability tests are also presented as separate sections in this chapter.
4.2 Results of the descriptive analysis
4.2.1 Sample description and distribution
There were seven independent variables involved in the data. Such variables included gender, age, educational background of whether the participants had
English teaching background in their college or university, participants‘
teaching experience, teacher status, schools, and the districts where the teachers
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