The Effects Of High Scientific Literacy, Self-Efficacy, And Achievement Motivation On Teachers Ability To Compose Effective Tests: Case Study From Manado, Indonesia

Abstract

This research was conducted to determine the effects of high scientific literacy, self-efficacy, and achievement motivation on teachers ability to compose effective tests. It was conducted among junior high school science teachers in Manado, North Sulawesi Province, Indonesia, from April to September 2011, using a cross-sectional survey design. The instruments used in this research consist of questions to measure scientific literacy and teachers ability to make tests, and questionnaires to investigate the self-efficacy and achievement motivation of teachers. A path analysis was used to test the hypothesis that there are direct positive effect of high scientific literacy and self-efficacy, as well as indirect effects through achievement motivation, on teachers ability to compose effective tests. The results show positive influences of (1) high scientific literacy on achievement motivation; (2) self-efficacy on achievement motivation; (3) high scientific literacy on teachers ability to make tests; and (4) achievement motivation toward teachers ability to make tests. However, self-efficacy does not directly affect ability to make tests. The implications of this research are important for inservice/onservice programs (in which inservice refers to academic upgrading and onservice, to on-the-job training) for teachers, especially for those with teaching certificates (as opposed to teachers hired under the common practice of using honorary teachers, paid by stipend not salary, or volunteers).