Teacher Self-efficacy Scale for the use of active methodologies: validity based on external criteria

Abstract

Objective To examine evidence of convergent-divergent validity evidence based on the relationship with external variables for the Teacher Self-Efficacy Scale for the use of Active Methodologies. Method This exploratory cross-sectional study investigated correlations between Teacher Self-Efficacy Scale for the use of Active Methodologies and factors from two other instruments: Well-Being at Work Scale and Maslach Burnout Inventory. A total of 317 professors from different public and private Brazilian universities who use active methodologies participated in this study. Results Teacher self-efficacy was found to be positively correlated with positive affect, achievement/expressiveness and professional achievement and it was negatively correlated with negative affect and emotional exhaustion, showing a significant but weak correlation. According to the path analysis model, personal and professional achievement was predictive of teachers´ self-efficacy to foster active learning. Conclusion The scale is considered to have adequate validity evidence based on the relationship with external variables, and can be used in research in the Brazilian framework.