چکیده (انگلیسی):

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).