Teacher Interpersonal Self-Efficacy Scale: Estudo de adaptação e validação da versão Portuguesa

Abstract

A Teacher Interpersonal Self-Efficacy Scale ) é uma escala de avaliação da autoeficácia para professores, sendo constituída por 24 itens que se organizam em torno de uma estrutura de 3 fatores: (1) IntroduçãoA autoeficácia pode ser definida como a crença que um indivíduo tem acerca das suas próprias capacidades para organizar e executar cursos de ação necessários para realizar uma tarefa específica. O indubitável valor preditivo da autoeficácia dos professores no seu desempenho profissional, no processo de ensino-aprendizagem e na realização escolar dos alunos, conforme assinala um respeitável corpus de estudos específicos nesta área (Boz & Boz, 2010;Chang & Engelhard, 2015;Henson, 2002;Klassen, Tze, Betts, & Gordon, 2011;Tschannen-Moran & Hoy, 2001), realça a necessidade, no caso português, da existência de instrumentos que avaliem especificamente a autoeficácia dos docentes e que mensurem a multidimensionalidade deste construto. Deste modo, o presente estudo tem por objetivo a adaptação e validação de uma escala de autoeficácia na classe docente, a Teacher Interpersonal Self-Efficacy Scale .Em pleno auge da revolução cognitiva que procurava reabilitar a centralidade dos processos do self na compreensão do funcionamento humano, Bandura escreve o artigo Self-efficacy: toward a unifying theory of behavioral change. Nesta obra considerada seminal no estudo da autoeficácia, Bandura (1977) identificou o elemento que faltava para explicar cabalmente os processos de mudança psicológica: "os indivíduos criam e desenvolvem perceções pessoais sobre si mesmos, as quais se tornam instrumentais para os objetivos que perseguem e para o controlo que exercem sobre o seu próprio ambiente" (Pajares & Olaz, 2008, p. 197).Foi a tentativa de compreensão do elemento teórico subjacente à transformação e mudança psicológica que instigou Bandura (1977Bandura ( , 1986) a formular a teoria de autoeficácia. Dentre os 87A correspondência relativa a este artigo deverá ser enviada para: Octávio Moura,

An examination of Turkish physical education teachers’ interpersonal self-efficacy beliefs

“…In our study, the correlation coefficients among the subfactors were calculated between 0.49 and 0.65. These values are in parallel with the results of Çapri and Kan's [33] and Garcia-Ros, Fuentes and Fernandez's [47] and Moura and Costa's [48] studies that arrived at correlation values between 0.45-0.54 and 0.50-0.56 and 0.49-0.54 respectively. In Brouwers and Tomic's [5] study, the correlations coefficients were calculated between 0.32 and 0.57.…”

“…Factor loadings of the items that belonged to the subfactors, ranged between 0.55 and 0.82. Same values differed between 0.59 and 0.81 in Çapri and Kan's (2006) [33] study, and between 0.36 and 0.96 in Garcia-Ros, Fuentes and Fernandez's [47] study and between 0.52 and 0.90 in Moura and Costa's [48] study and between 0.45 and 0.90 in Brouwers and Tomic's [5] study. The results of the correlation analysis showed that the subscales were moderately related to each other, and all were highly correlated with the total TISES score.…”

“…Cronbach Alpha values for the subscales were calculated between 0.78 and 0.83 in this study. These values ranged between 0.89 and 0.91 in Çapri and Kan's [33] study, and between 0.92 and 0.94 in Garcia-Ros, Fuentes and Fernandez's [47] study and between 0.91 and 0.93 in Moura and Costa's [48] study. Brouwers and Tomic [5] reported that the reliability coefficients for the TISES subscales were above 0.90 in their study.…”

A matter of teaching and relationships: determinants of teaching style, interpersonal resources and teacher burnout

“…For instance, Cherniss (1993) has proposed the assessment of professional self-efficacy in three domains: tasks, organization, and relationships. This proposal has paved the way to assess teachers' interpersonal self-efficacy as their perceptions about the ability to develop and sustain positive relationships with students, school administration, and peers (Moura and Costa 2016). These perceptions of teachers' interpersonal self-efficacy are affected by general self-efficacy antecedents (e.g.…”

“…In this study, teacher interpersonal resources are conceptualized according to two indicators: interpersonal self-efficacy and student-teacher relationships. Interpersonal self-efficacy involves the teacher's beliefs about the ability to develop and sustain positive relationships with school administration, peers, and students (Moura and Costa 2016). Teacher-student relationships refer to the quality of pedagogical interaction when managing aspects such as closeness and conflict (Pianta 2001).…”