Self-efficacy is an important construct for CS teachers’ professional development, because it can predict both teaching behaviors as well as student outcomes. Research has shown that teachers’ self-efficacy can be as influential as their actual level of knowledge and abilities. However, there has been very limited research on CS teachers’ self-efficacy. This study describes the development and implementation of an instrument that measures secondary school teachers’ self-efficacy in teaching computer science. Teachers attended a nine-week hybrid professional development program and completed the computer science teaching self-efficacy instrument. Confirmatory factor analysis validated the self-efficacy instrument, which can be potentially used in other CS education settings. The results also indicated that teachers’ self-efficacy in the content knowledge and pedagogical content knowledge dimensions of teaching computer science significantly increased from participating in the professional development program.

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高中教师在计算机科学教学中的自我效能感

自我效能感是计算机科学教师专业发展的重要结构，因为它既可以预测教学行为，也可以预测学生的学习成果。研究表明，教师的自我效能与他们的实际知识和能力水平一样具有影响力。然而，关于CS教师自我效能感的研究非常有限。本研究描述了一种测量中学教师在计算机科学教学中的自我效能感的工具的开发和实施。教师参加了为期九周的混合专业发展计划，并完成了计算机科学教学自我效能工具。验证性因素分析验证了自我效能感工具，该工具可用于其他 CS 教育环境。