The Teacher Efficacy in Deafblindness Education Scale, Article Critique Example

Summary:

The Teacher Efficacy in Deafblindness Education Scale (TEDE) was originally designed to “expand the construct of self-efficacy”. In order to test self-efficacy and confidence, Hartmann asked eighty-seven special U.S. educators to perform a variety of tasks associated with teaching children who are deaf-blind on 36 Likert-type items and to “respond to open-ended questions on teaching children who are deaf-blind.” The results of this test or measurement, based upon “item response modeling,” showed a “strong internal consistency and split-half reliability coefficients.” Thus, Hartmann’s study provided some excellent evidence in favor of the “validity of a construct of teacher self-efficacy to teach children with deaf-blindness” and the need for further research on self-efficacy related to teaching deaf-blind children. Also, Hartmann points out that the results of the study may help educators to better understand self-efficacy as well as practioners that provide “technical service to teachers of students with deaf-blindness” via the TEDE as a measuring tool (2012, p. 728).

Critique:

• Because of the relatively low prevalence of both deafness and blindness, as well as a diminishing number of programs for educators to be better adept to handle children with these disabilities there has become a large disconnect in educating these students. The self-efficacy of the educator plays a primary role in this disconnect–often they are forced outside of their own comfort zones with hearing and visually impaired children.
• As a psychological construct, it is interesting to note that similar challenges for educators have been observed as noted in the article when dealing with children with disabilities from a broader perspective. This indicates the failure of instructors to be adequately trained to deal with any kind of disability at all. The rarity of deaf-blindness makes it that much more difficult to deal with.
• Because self-efficacy in dealing with deaf-blindness is very difficult due to the extreme situation, training measures should be very intense and stringent–as well as frequently refreshed. The text places special importance on the success of children with regards to a positive self-efficacy in the instructor. It seems these teachers were more willing adapt to newer methods with the evolution of their students. On the other hand, these statistics incorporates disabilities from a broader perspective. It should be noted the correlation between successful Special Education teachers instructing students with deaf-blindness.
• Within the study, there is naturally the concern of the fine line between self-efficacy and self-esteem. In domain-specific instances, the underlying and probably unconscious agenda of the instructor will show through, and this can compromise the integrity of education.
• In addition, the self-concept construction involves how a person views themselves. This can be confused for self-efficacy if what the instructor perceives is not in fact the truth. This is a very hard variable to control in the area of self-efficacy.
• There is significant proof that self-esteem and self-efficacy are directly intertwined, and can indeed affect one another. Hartmann also utilized the item-design process conceived by Bandura in 2006 on the development of self-efficacy measurements.
• All of the Likert-type items on a five-point scale were chosen by Hartmann because of their past success related to measuring self-efficacy.
• As to the measurement model, Hartmann analyzed all of the data via a Construct Map, a “software package based on item response theory that uses item response modeling.” This model was chosen due to its ability to provide “an in-depth evaluation of the psychometric properties of self-efficacy scales”.
• One of the most vital results of Hartmann’s study was the suggestion that the TEDE holds the potential to be further developed into an effective psychometrically sound measuring instrument (2012, p. 736).
• Although Hartman findings are compelling, there remain too many variables to be able to psychologically measure self-efficacy. Considering it intertwined, but inherently separate from self-esteem is an error–it is the major problem with the article as a whole, as a fact. This is a variable that cannot be controlled, as it is unique from person to person.
• This, in essence, makes the five-point Likert scales irrelevant, as well as application of the item-design process. Self-efficacy has to do with intention and motive, conscious or otherwise–a place modern psychology cannot penetrate.

Hartmann, E. (2012). A scale to measure teachers’ self-efficacy in deaf-blindness education. Journal of Visual Impairment and Blindness, 728-738.