Spanish Version of the Teachers’ Sense of Efficacy Scale: An Adaptation and Validation Study

Abstract

The Teachers’ Sense of Efficacy Scale (TSES) has been the most widely used instrument to assess teacher efficacy beliefs. However, no study has been carried out concerning the TSES psychometric properties with teachers in Mexico, the country with the highest number of Spanish-speakers worldwide. The purpose of the present study is to examine the reliability, internal and external validity evidence of the TSES (short form) adapted into Spanish with a sample of 190 primary and secondary Mexican teachers from 25 private schools. Results of construct analysis confirm the three-factor-correlated structure of the original scale. Criterion validity evidence was established between self-efficacy and job satisfaction. Differences in self-efficacy were related to teachers’ gender, years of experience and grade level taught. Some limitations are discussed, and future research directions are recommended.

A Confirmatory Factor Analysis on Teachers’ Sense of Efficacy Scale for In-Service Teachers in Malaysia

“…For a confirmatory factorial analytic approach to be performed, Anderson and Gerbing (1988) recommend a minimum of 150 while Chou and Bentler (1995) suggest that a reasonable but practical sample is 200. Although the inadequacy of the sample size would affect the results, the study was still carried out as several studies albeit having enough samples, similar results were obtained with few inaccuracies (Monteiro & Forin, 2020;Salas-Rodriguez, 2021) The composition of the sampled in-service teachers was as follows: 36 teachers at a full boarding school, 70 were from two regular secondary schools and 19 were primary school teachers. The sampling comprised 27 males (21.6%) and 98 females (78.4%) with an average age of approximately 33 years.…”

“…Numerous studies had attempted to validate the TSES scale, either using a long or a short version or both with factorial analysis approaches for in-service and pre-service teachers of different countries and languages (Salas-Rodriguez et al, 2021). Monteiro and Forlin (2020) in their validation study on the 12-item Chinese version scale as a measure of teacher selfefficacy for inclusive education in Macao used a factorial analysis with 118 pre-service teachers.…”

“…TSES has been one of the dominant instruments in measuring teacher efficacy and its related areas and numerous studies on Tschannen-Moran and Woolfolk Hoy's (2001) TSES has been carried out in different educational settings (Covvarubias & Lira, 2016;Ling et al, 2015;Salas-Rodriguez, 2021;Valls et al, 2020), however, there is a lack of research on the subject in the Malaysian context (Ling et al, 2015;Khairani & Makara, 2020). This thus has warranted more investigations on examining the scale's psychometric properties for various groups of teachers in the local educational setting.…”

Measuring teacher self-efficacy: Validating a new comprehensive scale among Chinese pre-service teachers

“…This rotation method may have enlarged the number of factors retained (see Burgueño et al, 2019;Perera et al, 2019;Ma et al, 2020). The correlations between these subdomains, calculated in subsequent studies, average to be larger than 0.6 (Koniewski, 2019;Salas-Rodríguez et al, 2021). Then, both eigenvalues and scree plots have been predominantly applied to decide the number of factors; however, parallel analysis has been demonstrated to outperform these traditional methods in producing a more accurate factorial structure (Preacher and 10.3389/fpsyg.2022.1063830 Frontiers in Psychology 03 frontiersin.org MacCallum, 2003).…”

Teachers’ Efficacy to Teach Students with Mathematics Learning Difficulties

“…The knowledge of mathematics learning difficulties is crucial among teachers teaching mathematics subjects [20]. Differences in teachers' self-efficacy expectations were related to Gender, years of experience, and grade taught [23]. Gender can also play a role as a determinant of teacher effectiveness [24].…”