Erfassung berufsbezogener Selbstkonzepte von angehenden Lehrkräften (ERBSE-L)

This research aimed to develop a questionnaire measuring professional self-concept for teaching. Drawing on a sample of N = 484 teacher students, in Study 1 we identified six dimensions of self-concept applying exploratory factor analyses: self-concept for subject, innovation, media use, diagnostics, education, and consulting. In Study 2, this factor structure was replicated applying confirmatory factor analyses drawing on a sample of N = 5 802 teacher students. In both studies, internal consistencies of all dimensions were sufficient (α ≥ .71). Moreover, measurement invariance for gender, education program (teachers for academic vs. non-academic track schools), study phase, and across time was supported. Mean comparisons between gender and education programs as well as correlations with the motivation for choosing teacher education and grades also supported the validity of our self-concept scales. Altogether, our questionnaire seems to be a promising measure for multidimensional professional self-concepts for teaching.