Development and Validation of the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS)

Authors

  • Luke Bennett Purdue University
  • Julie Smart Anderson University (SC)
  • Daphne Wiles Clemson University
  • Anna Morrison Clemson University
  • Zhuo Zhang Purdue University
  • Alexander Bowman Purdue University
  • Yukiko Maeda Purdue University
  • Braiden Doane Purdue University

DOI:

https://doi.org/10.24059/olj.v28i3.4559

Abstract

The purpose of the current study was to develop and validate the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning in pre-service teachers. Due to increasing opportunities to teach within online learning contexts where challenges were magnified during the COVID-19 pandemic, a reliable and valid instrument is needed to measure such motivational constructs. The Pre-Service Teacher Online Teaching Motivation Survey (PST-OTMS) underwent a thorough validation process resulting in a 31-item survey aimed at assessing pre-service teacher motivation for online teaching across four dimensions: (1) pre-service teacher self-efficacy for online teaching, (2) pre-service teacher perceptions of online teaching and learning, (3) online teaching professionalism, and (4) pre-service teacher anticipated administrative support for online teaching. The PST-OTMS demonstrated strong reliability and validity within the research context. Future research aims to widely administer the PST-OTMS to explore reliability and validity within additional settings and with a more diverse demographic.

Author Biographies

Luke Bennett, Purdue University

Clinical Assistant Professor

Learning Design and Technology

Department of Curriculum and Instruction

Purdue University

 

Julie Smart, Anderson University (SC)

Associate Professor of Graduate Education

EdD Program Director

Anderson University

 

 

Daphne Wiles, Clemson University

Clinical Associate Professor

Education

Department of Curriculum and Instruction

College of Education

Clemson University

Anna Morrison, Clemson University

Associate Lecturer

Education

Department of Curriculum and Instruction

College of Education

Clemson University 

Zhuo Zhang, Purdue University

Ph.D. Candidate
Learning Design & Technology Program
College of Education

Purdue University

Alexander Bowman, Purdue University

Ph.D. Student
Learning Design & Technology Program
College of Education

Purdue University

Yukiko Maeda, Purdue University

Professor
Educational Psychology & Research Methodology
Educational Studies

Purdue University

Braiden Doane, Purdue University

Undergraduate Researcher

College of Education

Purdue University

 

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Published

2024-09-01

Issue

Vol. 28 No. 3 (2024): Online Learning

Section

2024 OLC Conference Special Issue

License

Copyright (c) 2024 Luke Bennett, Julie Smart, Daphne Wiles, Anna Morrison, Zhuo Zhang, Alexander Bowman, Yukiko Maeda, Braiden Doane

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