The Italian Version of the Teacher Self Efficacy Scale (TSES-Ita): Dimensionality, Internal Consistency and Validity

Abstract

The present study aimed to adapt the Teacher Self-Efficacy Scale (TSES) developed by Schwarzer et al. (1999) into Italian and to test its validity and reliability. In a group of teachers ( N = 683; 83% female), the factor structure (Confirmatory Factor Analyses), construct validity (latent relations with burnout variables), measurement invariance and reliability (internal consistency) of the Italian version of TSES (TSES-Ita) were tested. Support for a one-factor solution for the TSES-Ita was found. The one-factor model was found to be factorially invariant across gender, teaching experience and teaching level. Moreover, the scale demonstrated good reliability (α = .88). As expected, TSES-Ita was negatively associated with emotional exhaustion and with depersonalization, and positively associated with personal accomplishment. Our results provide evidence that the Italian version of the TSES-Ita is reliable, valid, and thus, potentially useful for research on occupational stress and burnout in the teaching profession.