Republic of the Philippines

Isabela State University

ROXAS, ISABELA
College of Education

Developing Action Research Efficacy Scale for Secondary Education Teachers: An Exploratory Factor
Analysis
Directions: Kindly use the following legends in indicating your extent of agreement for each item:
5 – Strongly Agree, 4 – Agree, 3 – Neutral, 2 – Disagree, 1 – Strongly Disagree
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1. My confidence is boosted to conduct action research when I am able to identify the problems among my
classes.
2. I believe I can successfully do my action research if I can identify the focus of my study.
3. I am confident I can do action research when I am able to express my ideas in verbal and written form.
4. I believe I can successfully do my action research if I can formulate a good research title.
5. I believe I can successfully do my action research if I can follow the process of doing it.
6. I believe I can successfully do my action research if I know the purpose of doing it.
7. I believe I can successfully do my action research if I can write an action research introduction.
8. I am confident I can do action research when I am familiar with various educational theories.
9. I believe I can successfully do my action research if I can formulate clear action research questions from
the successes, problems, and issues in the learning environment.
10. I believe I can successfully do my action research if I can hypothesize from the problem I identified.
11. I believe I can successfully do my action research if I can search for appropriate literatures for my
study.
12. I believe I can successfully do my action research if I can write a synthesis of literatures for my study.
13. I believe I can successfully do my action research if I can come up with a Conceptual framework.
14. I believe I can successfully do my action research if I can identify the barriers that influence the
students’ learning.
15. I believe I can successfully do my action research if I can identify when to use the qualitative and
quantitative approach for my study.
16. I believe I can successfully do my action research if I can choose the appropriate research design for
my study.
17. I believe I can successfully do my action research if I can determine the right sampling method for my
study.
18. I believe I can do action research if I can select the data gathering instrument of my action research.
19. I believe I can do action research if I can prepare/construct the data gathering instrument of my action
research.
20. I believe I can do action research if I can validate too the data gathering instrument of my action
research.
21. I believe I can successfully do my action research if I can ask consent from my student-respondents
22. I believe I can successfully do my action research if I can collect data for my chosen topic.
23. I believe I can successfully do my action research if I can use appropriate statistical treatment for my
study.
24. I believe I can successfully do my action research if I can treat and organize the data of my study.
25. I believe I can successfully do my action research if I can perform analysis of data from the result of
my study.
26. I believe I can successfully do my action research if I can interpret the result of my study.
27.I believe I can successfully do my action research if I can compare the results of my study to other
related studies
28. I believe I can successfully do my action research if I can develop an action plan after analyzing and
interpreting the data from my study.
29. I believe I can successfully do my action research if I can implement what is in my action plan.
30. I believe I am successful in my action research if I can put an action plan into practice based on
exploration of my teaching.
32. If I see others can write an action research introduction, I believe I can do it in my action research.
33. When I observe others are familiar with various educational theories for their action research, I believe
I can be familiar with these too for my action research.
34. If I see others can formulate clear action research from the successes, problems, and issues in the
learning environment, I believe I can do it in my action research.
35. If others can hypothesize from the problems identified, I believe I can do it too.
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36. If I observe others can search for appropriate literature, I believe I can do it too.
37. If I see others can write a synthesis of literature for their action research, I believe I can do it too.
38. If others can come up with Conceptual framework, I believe I can do it for my action research.
39. If others can identify the barriers that influence students’ learning, I believe I can do it for my action
research.
40. If others can determine when to use the qualitative and quantitative approach for study, I believe I can
do it for my action research.
41. If others can choose the appropriate research design for their study, I believe I can do it for my action
research.
42. If others can determine and select the right sampling method for their study, I believe I can do it for
my action research.
43. If others can select the data gathering instrument for their study, I believe I can do it for my action
research.
44. If others can prepare/construct the data gathering instrument of their action research, I believe I can do
it too.
45. If others can validate the data gathering instrument of their action research, I believe I can do it too.
46. If others can ask consent from their student-respondents for their study, I believe I can do it too.
47. If others are successful in collecting data for their chosen topic, I believe I can do it for my action
research.
48. If others can successfully choose appropriate statistical treatment for their study, I believe I can do it
for my action research.
49. If others can successfully treat and organize the data of their study, I believe I can do it for my action
research.
50. If others can successfully perform analysis of data from the result they gathered, I believe I can do it
for my action research.
51. If others can interpret the result of their study, I believe I can do it for my action research.
52. If others can compare the results of their study from the other related studies, I believe I can do it for
my action research.
53. If others can successfully design an action plan based from the results of their study, I believe I can do
it for my action research.
54. If others can incorporate their students’ suggestions and/or opinions into their teaching, I believe I can
successfully do it for my action research.
55. If others can successfully implement what is in their action plan, I believe I can do it for my action
research.
56. If others can successfully evaluate the results of actions taken for their classes, I believe I can do it too.
57. When others tell me I am good at identifying the problems among my classes, I believe I can conduct
action research.
58. When others tell me that I can successfully identify the focus of my action research, I am motivated to
work on it.
59. When others encourage me to express my ideas in verbal and in written form, I believe I have the
reason to do action research.
60. When others commend me for formulating a good action research, I am motivated to do my action
research.
61. If others tell me that I can be able to understand the purpose of action research, I believe I can do it
successfully.
62. When others tell me that I can be able to follow the process of action research, I am inspired to do
action research.
63. When others commend me for writing a good action research introduction, I am inspired to continue
working with my action research.
64. When others believe that I can familiarize and use various educational theories, I believe I can do it
too.
65. When others commend me for formulating clear action research questions from the successes,
problems, and issues in the learning environment, I believe I can successfully do my action research.
66. When others tell me that I can learn to hypothesize from the problems identified, I am motivated to do
my action research
67. When others tell me that I am good at choosing appropriate literature, I believe I can do it for my action
research.
68. When others tell me that I am good at writing synthesis of literatures for action research, I am inspired
to work on it.
69. When others tell me that I can come up with a Conceptual framework, I believe I can do it on my
research.
70. When others motivate me that I can be able to identify the barriers that influence students’ learning, I
believe I can do my action research.
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71. When others tell me that I am good at deciding when to use the qualitative and quantitative approach
for action research, I am motivated to do action research.
72. When others commend me that I am good at choosing appropriate research design, I am inspired to do
my action research.
73. When others commend me that I am good at selecting the right sampling method, I am inspired to do
my action research.
74. When others tell me that I am good at choosing data gathering instrument, I am inspired to do my action
research.
75. When others tell me that I can be able to prepare/construct data gathering instrument, I am inspired to
do my action research.
76. When others encourage me that I can be able to validate my data gathering instrument, I am inspired
to continue working with my action research.
77. When others tell me that I can be able to ask consent from my student-respondents, I believe I can
successfully do my action research.
78. When others tell me that I can successfully collect data for my study, I am inspired to continue working
with my action research.
79. When others say that they believe in my capacity of choosing the appropriate statistical treatment for
my study, I am motivated to do my action research.
80. When others say that they believe in my capacity of treating and organizing action research data, I am
motivated to do my action research.
81. When others say that they believe in my capacity of analyzing action research data, I am motivated to
do my action research.
82. When others say that they believe in my capacity of interpreting the results of action research, I am
motivated to do my action research.
83. When others say that they believe I can be able to compare the results of action research, I am motivated
to do my action research.
84. When others say that they believe I can develop action plan based from the results of action research,
I am inspired to do my action research.
85. When others tell me that I can implement what is in my action plan, I believe that I can finish my action
research.
86. When others believe that I can put an action plan into practice based on exploration of my teaching, I
am inspired to finish my action research.
87. When others tell me that I can evaluate the result of my action plan, I am inspired to conduct action
research again.
88. I am anxious whenever I am asked to identify/spot problems among my class.
89. I am anxious whenever I identify the focus of my action research.
90. I feel nervous whenever I am asked to express my ideas in verbal and written form.
91. I get sweaty hands whenever I formulate action research title.
92. I get headache whenever I am asked about the purpose of conducting action research.
93. I feel threatened when I am going to follow the process of doing action research.
94. I am anxious whenever I need to be familiar with various educational theories for my action research.
95. I am anxious when I am formulating action research questions because I might NOT do it correctly.
96. I am pressured when I search for appropriate literature to support my action research.
97. I get headache whenever I synthesize the literatures that support my action research.
98. I feel stress whenever I draw conceptual framework for my action research.
99. I feel stress whenever I identify the barriers that influence students’ learning.
100. I feel stress whenever I identify when to use the qualitative and quantitative approach for my action
research.
101. I am anxious in choosing the appropriate research design of my action research.
102. I am anxious in selecting the right sampling method of my action research.
103. I get headache whenever I select data gathering instrument for my action research.
104. I get headache whenever I prepare/ construct the data gathering instrument for my action research.
105. I am threatened whenever I validate the data gathering instrument for my action research.
106. I am nervous whenever I ask consent from my student-respondents for my action research.
107. I am nervous whenever I collect data for my action research.
108. I get sweaty hands whenever I choose appropriate statistical treatment for my action research.
109. I get headache whenever I organize the data of my action research.
110. I get headache whenever I perform analysis of data from my action research.
111. I feel anxious whenever I develop action plan from my action research.
112. I am pressured whenever I implement what is in my action plan.
113. I am pressured whenever I put action plan into practice based on exploration of my teaching.
114. I am pressured whenever I evaluate the result of my action plan.
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