Abstract
As a psychometrically robust scale for measuring teacher mentoring self-efficacy beliefs remains to be established, the purpose of this study was to address this gap by developing the teacher mentoring self-efficacy scale (TMSES). In Phase 1 a Delphi approach (N = 26) determined the competencies needed for effective teacher mentoring. In Phase 2 these 44 competencies were used to generate TMSES items. Following testing with 239 teacher mentors, exploratory factor analysis suggested a 16-item two-factor model, with factors named as ‘Pedagogical Practices’ and ‘Professional Relationships.’ Results suggested strong inter-connections between qualitative themes, quantitative factors, and the theorised sources of self-efficacy.
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