Article2012

The teacher efficacy scale: A reliability and validity study

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Teacher Education and Leadership Studies School Leadership and Teacher Performance Education, Achievement, and Giftedness

Abstract

The purpose of this study is to revise the Teacher Sense of Efficacy Scale (TSES), developed by Tschannen-Moran and Woolfolk Hoy (2001) and to examine its factorial, predictive, convergent and discriminant validity, as well as its internal consistency reliability. One hundred nine primary and secondary school teachers in Singapore participated in this research. The revised scale consists of three factors: efficacy for instruction, efficacy for classroom management, and efficacy for motivation. The revised sub-scales showed good internal consistency reliability. The factor analysis results also indicated that the specific teacher efficacy beliefs could be further collapsed into one general factor. The convergent validity was good but the discriminant validity was weak. The appropriate use of TSES is also discussed. © 2012 De La Salle University, Philippines.

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References

1999Self-Efficacy: The Exercise of Control 2001Teacher efficacy: capturing an elusive construct 2006Self-Efficacy Beliefs of Adolescents 1984Teacher efficacy: A construct validation.2000Toward an Emotion Nuanced Sensemaking Perspective of Organizational Consultation 2010Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.2006The differential antecedents of self-efficacy beliefs of novice and experienced teachers 2008Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions

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