A Psychometric Analysis of an Adapted Knowledge, Confidence, and Use Survey for a Webinar Series
A tiny three-factor survey gives solid evidence that your teacher PD webinars boost knowledge, confidence, and use.
01Research in Context
What this study did
Bardhoshi et al. (2025) shortened an old teacher survey. They wanted one tool that could track knowledge, confidence, and use after SEL and behavior webinars.
They gave the new three-part form to teachers. Then they ran stats to see if the scores hung together and made sense.
What they found
The slim survey held up. Alpha was 0.94, showing strong internal consistency.
Three clear factors popped out: knowledge, confidence, and use. The structure stayed solid, so the tool is ready for quick PD checks.
How this fits with other research
Lancioni et al. (2009) built a longer 40-item knowledge scale for youth providers. Bardhoshi’s team trimmed the fat, proving you can get the same info with fewer items.
Matson et al. (2011) validated a 16-item CBT skills form for clients. Both studies show short surveys can still be reliable when they stick to one clear purpose.
Tse et al. (2021) also worked in schools, but they measured student skills. Bardhoshi flips the lens onto teacher growth, filling a gap in webinar evaluation.
Why it matters
You now have a fast, free tool to prove your webinars work. Hand out the three-factor survey before and after training, graph the change, and show administrators real numbers in minutes. Less paper, same power.
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02At a glance
03Original abstract
Abstract There is a growing need to equip teachers with social emotional behavioral knowledge in schools through professional development. Yet, for developers of such professional development offerings, identifying a single adequate tool that can flexibly assess learning across topics and offerings presents a unique measurement challenge. In this study, we evaluated the psychometric characteristics of an adapted version of the Knowledge, Confidence, and Use Survey with teachers who engaged in a webinar series for managing student social, emotional, and behavioral health needs. Scores selected from two key webinars (Ns of 136 and 214 respectively) displayed overall good internal consistency, with total scale a = 0.94 (subscale as ranged from 0.85 to 0.94). Results from exploratory and confirmatory factor analyses indicated two- and three-factor structural models as common solutions. However, a modified model fit yielded a robust three-factor structure. Key findings and limitations are discussed.
Education and Treatment of Children, 2025 · doi:10.1007/s43494-025-00154-3