The purpose of this study was to examine the development of the Engineering Identity Development Scale (EIDS), an instrument designed to assess elementary school students' identity development in engineering. This study describes a three-phase approach to item construction, administration, and the gathering reliable and valid evidence for scores on the EIDS. 

Background: Teacher self-efficacy has received attention because of its direct relationship with teachers’ classroom behaviors. Since engineering has been increasingly introduced in K-12 (precollege) education, development of an instrument to measure teachers’ self-efficacy in the context of teaching engineering has been needed.

Purpose (Hypothesis): This study reports the development and validation of the Teaching Engineering Self-Efficacy Scale (TESS) for K-12 teachers.

BACKGROUND If we are to effect change in teacher practices and decision making regarding instruction, college preparation, and career success in engineering, then knowledge of teachers’ beliefs and expectations about engineering needs to be understood.