Turkish Adaptation of the Mathematics Teaching Self-Efficacy Scale for Preservice Teachers in Higher Education: A Validity and Reliability Study via the Graded Response Model Based on Item Response Theory
Abstract
This study presents the Turkish adaptation of the Mathematics Teaching Self-Efficacy Scale (MTSE), derived from the Personal Mathematics Teaching Efficacy (PMTE) subscale of the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI; Enochs et al., 2000). A total of 434 preservice teachers (female = 326, 75.1%; male = 108, 24.9%) from three state universities participated during the 2025-2026 academic year. Forward–backward translation and expert panel review were employed. Psychometric properties were examined via the Graded Response Model (GRM) within the Item Response Theory (IRT) framework, following tests of the assumptions of unidimensionality, monotonicity, and local independence. One item was removed from the 11-item draft form during these analyses. The 10-item form showed acceptable but borderline fit to a unidimensional structure (CFI = .950, TLI = .936, RMSEA = .097, SRMR = .087). The monotonicity assumption was largely satisfied: three items showed small, statistically non-significant violations, and one item showed a single significant violation of limited magnitude. GRM parameters demonstrated adequate discrimination across all items. Reliability analyses yielded Cronbach’s alpha = .798, McDonald’s omega = .805, and GRM marginal reliability = .884, indicating acceptable internal consistency. Measurement invariance tests supported metric invariance only across departments; full metric invariance was not supported across gender or year of study. Because the baseline (configural) models themselves fitted poorly, the invariance findings should be regarded as preliminary and group mean comparisons using the present form are not recommended. The Turkish MTSE provides initial evidence of acceptable internal-structure validity and reliability for assessing mathematics teaching self-efficacy among Turkish preservice teachers; evidence for criterion-related validity and test–retest reliability remains to be established.