Cross-Cultural Validation of Teachers’ Sense of Efficacy Scale in Three Asian Countries

Abstract

The purpose of this study is to validate the widely adopted Teachers’ Sense of Efficacy Scale (TSES) for the East Asian context. The researchers seek to find out whether TSES holds validity and reliability and is appropriate for use to measure teacher efficacy in China, Korea, and Japan. 489 teachers from the three countries participated in the study. CFA models were used to test the factorial structures of TSES for both 24-item long and 12-item short forms, and three-factor models were tested for both forms. The results showed that three-factor models did not fit well for all three country groups for the long form. The short form models’ fit indices for all three countries were acceptable. The researchers proposed an 11-item three-factor model by removing one item from the original TSES short form and further tested the revised 11-item TSES for the three Asian groups. Results suggested that the 11-item model provided good model-data fit. In the following measurement invariance test, the 11-item TSES was used as the baseline model. The results from the test of the measurement invariance of the revised 11-item TSES scale suggested that this scale can be used in cross-culture studies about teacher efficacy in the East Asian context. The instrument may produce results that are possible to conduct comparisons across the three cultures.

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