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.
Highlights
Teacher self-efficacy is critical to the creation of effective teaching and learning environments
root mean square error of approximation (RMSEA) value was higher than recommended thresholds and Tucker-Lewis index (TLI) just below the cutoff score of 0.90
This study aimed to examine the psychometric properties and obtain internal and external validity evidence supporting the use of the Teachers’ Sense of Efficacy Scale (TSES) in Spanish speakers while it is tested on a sample of Mexican teachers of private schools
Summary
Teacher self-efficacy is critical to the creation of effective teaching and learning environments. Previous studies have found that teachers with high levels of self-efficacy tend to have higher levels of job satisfaction (Caprara et al, 2006; Skaalvik and Skaalvik, 2010; Vieluf et al, 2013; Malinen and Savolainen, 2016; Buricand Kim, 2021), lower levels of stress (Klassen and Chiu, 2010; Zee and Koomen, 2016; Skaalvik and Skaalvik, 2017; Fathi et al, 2021), and less desire to leave the profession (Chesnut and Burley, 2015; Wang et al, 2015; Skaalvik and Skaalvik, 2016). Casas Moreno and Blanco-Blanco (2016) asserts that the scarcity of studies in these countries may be due to a lack of psychometric tools that allow a valid and reliable assessment of teachers’ efficacy beliefs
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