Interpersonal Self-efficacy Research Articles

Interpersonal self-efficacy, morale, and personality traits of public elementary school teachers vis-à-vis teaching performance

In the landscape of education, the role of elementary school teachers stands as a cornerstone in shaping the intellectual and emotional development of young minds. Amidst the myriad of factors influencing teaching effectiveness, the interplay between interpersonal self-efficacy, morale, personality traits, and teaching performance emerges as a critical area of inquiry. This study employed descriptive correlational research to determine the level of interpersonal self-efficacy, morale, and personality traits of public elementary school teachers vis-à-vis teaching performance in the Division of Ozamis City, School Year 2022-2023. Respondents of the study were the public school teachers from District 5 and 6 of Ozamis City Division with a total of 117 teacher respondents. Frequency Count, Percentage, Mean, Weighted Average Mean, Kruskal-Wallis Test, Dunn’s Pairwise Tests, and Spearman rho were the statistical tests. Study revealed that the majority of respondents were female teachers with a range of one to five teaching experience. The teachers demonstrated high levels of interpersonal self-efficacy and morale, indicating their confidence in guiding and inspiring their pupils, as well as their satisfaction with their interactions and contributions to the school and community. While no significant differences were found in self-efficacy, morale, and personality traits based on age, sex, and highest educational attainment. It is worth noting that personality traits had a significant but very low correlation with performance. These findings highlight the importance of cultivating positive teacher attributes and promoting a supportive environment to enhance teacher performance and ultimately improve the quality of education in the region.

Personal maturity of students-future ecologists as a psychosocial phenomenon

Eco-friendly processes are sustainability, environmental economics, natural resource management, referring to guidelines and policies that claim no harm upon the environment or ecosystems. In this study we will focus to a large extent upon a personality maturity concept in the context of ecology and psychology of environmentally responsible behavior issues. The structure of personal maturity is described. The purpose of the study is to analyze aspects of personal growth during student years in terms of environmental education, namely the development of personal maturity, which is the fundamental condition for successful self-realization in the future. The methods of given study are theoretical analysis and empirical research of personal maturity of students-future ecologists. In the practical part of the work, an analysis of the results of an empirical study was carried out to identify the characteristics of personal maturity. The following methods are used in the empirical study: personal maturity test questionnaire Yu.Z. Gilbukh, M. Scheer and J. Maddux. According to the test for determining the level of self-efficacy most of respondents had low estimates of interpersonal self-efficacy. Thus, in general personal maturity and perfectionism are interconnected; the higher the personal maturity, the lower the level of perfectionism of students.

Development of the Self-efficacy for Social Participation scale (SOSA) for community-dwelling older adults

BackgroundSocial participation is important for the health of older adults and super-aging societies. However, relatively few independent older adults in advanced countries actually participate in society, even though many of them have the capacity to do so. One possible reason for this could be a lack of self-efficacy for social participation. However, few scales have been developed to measure self-efficacy for social participation among community-dwelling independent older adults. Therefore, we developed the “Self-efficacy for Social Participation” scale (SOSA) to assess the self-efficacy of community-dwelling independent older adults, and examined the scale’s reliability and validity.MethodsWe distributed a self-administered mail survey to approximately 5,000 randomly selected independent older adults throughout Japan. The construct validity of the SOSA was determined using exploratory and confirmatory factor analyses. Criterion-related validity was assessed using the General Self-Efficacy Scale (GSES) and according to subjective health status.ResultsIn total, 1,336 older adults responded to the survey. Exploratory and confirmatory factor analyses identified 12 items distributed among four factors: instrumental self-efficacy, managerial self-efficacy, interpersonal self-efficacy and cultural self-efficacy. The final model had a Cronbach’s alpha of 0.90, goodness-of-fit index of 0.948, adjusted goodness-of-fit index of 0.915, comparative fit index of 0.952, and root mean square error of approximation of 0.078. Significant correlations existed between the SOSA score and GSES (r = 0.550, p < 0.01) and subjective health status (r = 0.384, p < 0.01) scores.ConclusionsThe SOSA showed sufficient reliability and validity to assess self-efficacy for social participation among older adults. This scale could aid efforts to improve the physical and mental health, and longevity, of older adults through increased behavioralizing social participation.

The Relationship Between Attachment and Intimacy

Attachment type and intimacy have an inseparable influence. The purpose of this paper is to explore the influence of attachment type on intimacy and the factors affecting the relationship between them. By reviewing the relevant literature in the past, this paper found that individuals with secure attachment can often obtain a high index of intimacy, while individuals with anxious attachment and avoidant attachment are difficult to obtain a high-quality intimacy. In addition, self-esteem, interpersonal self-efficacy and sacrifice motivation may play an important mediating or regulating role in the relationship between the two. For example, individuals with high self-esteem are more willing to pay in intimate relationships, which can build a more stable intimate relationship. This paper provides theoretical support for the study of the relationship between attachment types and intimacy. Future research should expand the age range, or explore the connection between attachment types and intimacy with a unified framework. In addition, it is also important to explore how different cultural backgrounds affect the early formation of attachment patterns in young children in order to distinguish the relationship between attachment types and intimate relationships under different cultural and educational backgrounds.

Рефлексивность курсантов высшего военно-морского училища как фактор личностной самоэффективности

The relevance of the chosen research topic is due to the fact that the psychological mechanisms of reflexive development of military professional activity of future officers have not been studied so extensively in comparison with other specialties, professions. For a long time, the reflexive component in the armed forces was considered practically insignificant due to the specifics of service activities and the organization of forms of relationship between military personnel. To date, the Higher military school within the framework of the reform of the Armed Forces of the Russian Federation is in the process of renewal. The article presents the results of an empirical study of correlations between the reflexivity of cadets and self-efficacy. the higher the reflexivity, the better developed are such components as subject self-efficacy, interpersonal self-efficacy, general level of self-efficacy, motivation of professional competence, perseverance, self- organization, orientation to the present, general level of organization.

Personality traits, self-efficacy, and friendship establishment: Group characteristics and network clustering of college students' friendships.

Friendship establishment was analyzed using constructs from social cognitive theory (self-efficacy and personality traits) and social network theory (reciprocity and triad closure). In further studies, we investigated the effect of personality traits, interpersonal self-efficacy, and network structure on the establishment of friendships. In this study, we used social network analysis method and exponential random graph model (ERGM). The following findings are reported. First, the friendship network of college students had small group characteristics, and the formation of this small group was more based on personality complementarity than similarity. The homogeneity hypothesis of personality was not tenable. Secondly, individuals with dominance or influence personality traits and high interpersonal self-efficacy were more likely to be in the center of the friendship network. Furthermore, personality traits and interpersonal self-efficacy may have interactive effects on the formation of friendship networks. Popularity and activity effects existed in friendship networks, but the reciprocal relationship based on personality traits was not verified. The balance structure can easily explain the agglomeration of friendships in a small range, indicating that small groups of friendships prefer a two-way circular close relationship. Finally, the formation of a friendship network includes the comprehensive process of individual characteristics and endogenous tie formation, which helps us to understand the social population structure and its process over a wider range.

Implementation of empowerment self-defense programming in a university counseling center: An effective sexual violence prevention delivery model

Objective: Empowerment Self-Defense (ESD) is a sexual violence prevention approach backed by rigorous empirical research, yet its availability on college campuses is limited. This manuscript evaluates the feasibility and efficacy of an ESD program embedded within a university counseling center. Methods: Participants completed an 8-session ESD intervention and group counseling program. Results: Feasibility and acceptability of this program were demonstrated by excellent participant retention and supported by institutional buy-in and counselor involvement. Pre-post assessments demonstrated that participants reported significant reductions in posttraumatic stress symptoms, F (1, 56) = 22.46, p < .001 and improvements in both interpersonal self-efficacy, F (1, 56) = 88.81, p < .001, and self-defense self-efficacy, F (1, 56) = 100.20, p < .001. Conclusion: The findings support the use of ESD programming as part of college campus sexual violence efforts and provide a blueprint for administrators and college mental-health centers who wish to offer this effective program to the college students they serve.

The influence of team-member exchange on turnover intention among student-athletes: the mediating role of interpersonal self-efficacy and the moderating role of seniority

ABSTRACT Based upon Bandura’s (1986) social cognitive theory (SCT), we examined how the relationship quality among student-athletes in team sports, namely team-member exchange (TMX), regulates the relational-cognitive process in determining their turnover intention. Specifically, we examined interpersonal self-efficacy (ISE) as the mediator and seniority as the moderator of the relationship between TMX and turnover intention, based on a field study of 234 student-athletes in South Korea. The results of the partial least squares–structural equation modeling (PLS-SEM) showed that TMX is indirectly related to turnover intention, as fully mediated by ISE. Also, student-athletes’ seniority moderates the relationships between TMX, ISE and turnover intention. Supported by SCT, we contribute to the extant literature on TMX by (1) providing a theoretical explanation of how TMX acting as social cues regulates athletes’ self-efficacy and behavioral intention; and (2) examining the role of seniority as a cultural-specific moderator on TMX effectiveness in team sports in the Asian context. We discuss practical implications for coaches and collegiate athletics administrators about the essential arrangement of both leisure and training activities in building quality relationships among student-athletes and self-belief of their interpersonal competency within the team, especially for less experienced and junior student-athletes.

The Influence of Body Image on Interpersonal Self-Efficacy among Junior Middle School Students

【Abstract】Objective To explore the present status of body image and interpersonal self-efficacy, and analyze the impact of body image on interpersonal self-efficacy among junior middle school students. Methods A random cluster sampling was used to select 995 junior middle school students. They were investigated with Multidimensional Body-Self Relations Questionnaire (MBSRQ) and Adolescent Interpersonal Communication Self-Efficacy Scale (AICSE). Results ⑴ The scores in the three subscales of MBSRQ, such as appearance evaluation, appearance orientation and self classified weight, were greater than 2.5 and less than 3.5, and the scores of body area satisfaction and over weight preoccupation were less than 2.5. (2) Junior middle school students scored less than 2.5 in the dimension of communication ability and factors of persistence, self-ability and expression ability of AICSE. At the same time, the total score and scores of the dimension of communication strategy and the other four factors of AICSE were greater than 2.5 and less than 3.5. ⑶ Multiple linear stepwise regression showed that appearance assessment positively predicted the total score of AICSE（β=.433, P&lt;.001). Appearance orientation negatively predicted the total score of AICSE (β =-.394, P&lt;.001). Conclusion The body image and interpersonal self-efficacy of junior middle school students need to be improved. Body image may be an important influencing factor of interpersonal self-efficacy.

The self-efficacy for therapeutic use of self-questionnaire (SETUS): psychometric properties of the English version

Purpose The purpose of this paper is to investigate psychometric properties of the Self-Efficacy for Therapeutic Use of Self (SETUS) scales, a questionnaire based on the Intentional Relationship model, and to investigate the factor structure and internal consistency of the English version of three-part SETUS questionnaire in occupational therapy students. Design/methodology/approach The sample of this cross-sectional study included 155 students with age range 18–30 years, of which 95% were women. Principal Components Analysis (PCA) was performed on the questionnaire scales, including the Self-Efficacy for Therapeutic Mode Use (SETMU), Self-Efficacy for Recognizing Interpersonal Characteristics (SERIC) and Self-Efficacy for Managing Interpersonal Events (SEMIE). The internal consistencies were calculated. Pearson correlation analysis was used to evaluate the strength of correlation among the scales. Findings The PCA confirmed that the items of each of the three proposed scales loaded strongly on one factor (self-efficacy for three factors of therapeutic mode use, recognizing interpersonal characteristics and managing interpersonal events). The Cronbach’s alpha for the SETMU, SERIC and SEMIE was 0.85, 0.95 and 0.96, respectively. The three scales significantly inter-correlated strongly (r ranging 0.74–0.83, all p &lt; 0.001). Originality/value The SETUS questionnaire comprises three valid and reliable scales. It can be used by occupational therapy supervisors as a means to reflect on students’ self-efficacy in components of therapeutic use of self.

PSYCHOLOGICAL TIME AND SELF-EFFICACY OF THE INDIVIDUAL

Background: The article presents the features of psychological time as one of the factors of self-efficacy of the individual. The belief in the efficacy of one’s own actions is an indicator of the potential success of a person. Attention is paid to various aspects of psychological time, which provide a high subject and interpersonal self-efficacy of the individual. Aim. This paper aims to determine the relationship between the self-efficacy of the individual and the components of psychological time, including the features of time perspective, personal competence in time and exposure to time disruptors. Materials and methods. The following questionnaires were used: the subject and interpersonal self-efficacy test, the time perspective questionnaire, the diagnostics of personal disorganizers and personal competence in time. The data obtained were subjected to correlation analysis with the Spearman coefficient. Results. The self-efficacy of a person is higher in the following conditions: goals and plans for the future are more expressed; perception of ones own past as filled with negativity and disappointments is less pronounced; the attitude to the present as independent of the subject's will is less pronounced. Interpersonal self-efficacy of a person is promoted by: orientation to setting life goals and future prospects; ability to getting one’s affairs in order, problem concentrating, showing interest in life and work. Conclusion. Subjects with high indicators of self-efficacy in both the subject and interpersonal spheres are characterized by: a high level of personal competence in time; low indicators of time disruptors. Subjects with high self-efficacy only in subject activities are characterized by: a high level of focus on the future; acceptance of their past without pain and frustration; perception of their present as dependent on their will and aspirations. Subjects with primary self-efficacy in interpersonal relationships are characterized by: the formation of life goals and intentions, the ability to see personal perspectives, an indifferent attitude to work, and the desire for activity. The results of the study can be used for correctional, developmental, and advisory psychological support for improving self-efficacy in individuals.

The Combined Moderating Effects of Coworker Support and Occupational Coping Self-Efficacy on the Relationship Between Mistreatment by Patients and Burnout

ABSTRACTFollowing exposure to workplace violence, coworkers can often be an important source of support for healthcare professionals. There is evidence to suggest that social support may not always be beneficial, even when it is provided by close others. The aim of this study was to investigate whether the moderating effect of coworker support on the relationship between mistreatment and burnout is contingent upon occupational coping self-efficacy beliefs. Sample included 105 nurses from various hospitals and healthcare centers; and a sample of 234 healthcare professionals employed at a mental health hospital. Self-reported, anonymous questionnaires were analyzed using hierarchical multiple regression. Tthe more frequently employees experience mistreatment from patients or their relatives, the more likely they are to experience emotional exhaustion and depersonalization. Results lend support to the existence of a three-way interaction between interpersonal mistreatment, coworker support and occupational coping self-efficacy in the prediction of emotional exhaustion. An increase in support received by coworkers strengthened the effect of mistreatment on emotional exhaustion among low self-efficacy individuals. Results also showed that the combination of high self-efficacy and low coworker support could be equally harmful in terms of energy-depleting consequences.

Psychotherapy of Dependent Personality Disorder: The Relationship of Patient–Therapist Interactions to Outcome

Objective So far, only a few studies have focused on psychotherapy for Dependent Personality Disorder (DPD). DPD is marked by a repetitive pattern of efforts aiming at maintaining close relationships, which may present as a lack of assertiveness and as a difficulty in making routine decisions. The present study aims at exploring processes of change taking place during the working phase of a clarification-oriented psychotherapy (COP) by focusing on the in-session patient–therapist interaction, as it changes during treatment and their links with treatment outcome. Methods: N = 74 patients with DPD were recruited in a naturalistic setting; they underwent long-term COP. Sessions 15, 20 and 25 were video- or audio-recorded and analyzed using the Process-Content-Relationship Scale, an observer-rated instrument that measures the quality of the interaction processes from patient’s and therapist’s perspectives. Therapy outcomes were assessed with the Personality Inventory – Dependency Subscale, Beck Depression Inventory, Inventory of Interpersonal Problems and Self-efficacy Scale at intake and discharge of therapy. Three-level Hierarchical Linear Modeling was applied to test the hypotheses. Results: Improvement in interaction processes was observed in all patient’s and therapist’s variables over the sessions 15, 20, 25. Overall, this increase in quality of interaction process was unrelated with outcome, but decrease in dependency traits was predicted by increase in therapist’s quality of relationship offer, understanding of content and directivity over the course of the working phase of COP. Conclusions: Studying interaction processes in DPD provides an initial understanding of differential roles of potential mechanisms of change in effective treatment.

The Analysis on the Structural Relationships of Interpersonal Ability, Self-Efficacy, and Work Life Satisfaction Perceived by Novices at Work

The Analysis on the Structural Relationships of Interpersonal Ability, Self-Efficacy, and Work Life Satisfaction Perceived by Novices at Work

A matter of teaching and relationships: determinants of teaching style, interpersonal resources and teacher burnout

The present study tests a model of the interplay between teaching style determinants, interpersonal resources, and teacher burnout dimensions, controlling for teachers’ experience variables. Two-hundred and ninety-seven teachers in the Portuguese educational system teaching in a rural region participated in the research. Using a Structural Equation Modeling approach, the key finding of this study is that teacher interpersonal self-efficacy and teacher–student closeness partially mediated the connections between teacher epistemological sophistication and student misbehavior and teacher burnout. Specifically, an increment of teacher depersonalization is associated with student misbehavior, when mediated by interpersonal self-efficacy and teacher–student closeness. Moreover, while greater attunement with students (meaning lower conflict) prevents emotional exhaustion caused by student misbehavior, it also has costs in terms of lower professional accomplishment. Thus, in intense interpersonal settings like schools, teacher interpersonal resources, especially teacher–student closeness and attunement, may not have an universal positive return for educators. Implications for future research are recommended, such as the replication of this model across urban and suburban settings. In addition, it seems warranted that teacher pre-service and service training readdress the topic of interpersonal resources as a means to improve teacher well-being, including its merits and limits.

액션러닝 기반 학급차원 긍정적 행동지원 연수가 고등학교 특수학급 교사의 학급관리실행, 행동문제해결력, 대인관계효능감에 미치는 영향

액션러닝 기반 학급차원 긍정적 행동지원 연수가 고등학교 특수학급 교사의 학급관리실행, 행동문제해결력, 대인관계효능감에 미치는 영향

An examination of Turkish physical education teachers’ interpersonal self-efficacy beliefs

Purpose : This study was conducted for two purposes. The first purpose was to examine the psychometric properties of the Teacher Interpersonal Self-Efficacy Scale (TISES) for Turkish Physical Education (PE) teachers and the second was to analyze teachers’ interpersonal self-efficacy beliefs according to some demographic variables. Material : The study was conducted on 360 Turkish PE teachers. Confirmatory factor analysis was applied in order to verify the factor structure of the scale. Pearson’s product-moment coefficients were used in order to assess the correlations between the factors. For determining the reliability of the scale Cronbach Alpha coefficient was calculated. Multivariate analysis of variance was used to determine differences between the scores acquired from the scale and some independent variables. Results : The results confirm the 3-factor internal structure of the TISES. The results of the correlation analysis between the TISES subscales indicated significant and positive relationships. We also found acceptable values of the alpha coefficient, which confirms the TISES as a reliable instrument. Overall, all physical education teachers had positive self-efficacy beliefs on high levels. Whereas by gender significant difference was not found in self-efficacy beliefs, significant difference were found between teachers depending on years of experience and grade levels they taught. Conclusions : The reexamination of the scale led to a new scale structure comprised of three factors with sixteen items. The TISES is a relatively short questionnaire that allows researchers to measure interpersonal self-efficacy beliefs of PE teachers. The experienced teachers and the teachers who were employed at the high schools had higher self-efficacy belief levels.

Examination of The Interpersonal Self-Sufficiency Beliefs of Teachers Working at Inclusive Classes

Bu araştırmanın amacı kaynaştırma öğrencisiyle çalışan öğretmenlerin kişilerarası öz-yeterlik inançlarını çeşitli değişkenler açısından incelemektir. Araştırma 2016-2017 eğitim öğretim yılında Edirne merkez ilinde, tesadüfi örnekleme yöntemiyle seçilen kaynaştırma sınıfı öğretmenleridir. Araştırmaya 148 öğretmen katılmıştır. Araştırmada genel tarama modeli kullanılmıştır. Araştırmada veri toplama aracı olarak Brouwers ve Tomic (2002) tarafından geliştirilen Çapri ve Kan, (2006) tarafından Türkçeye uyarlanıp geçerlik ve güvenirlik çalışması yapılan Öğretmen Kişilerarası Öz-yeterlik Ölçeği kullanılmıştır. Demografik bilgileri toplamak için araştırmacı tarafından hazırlanan kişisel bilgiler formu kullanılmıştır. Araştırma sonucunda öğretmenlerin öz-yeterlik inançları kadın öğretmenlerin erkek öğretmenlere göre daha yüksek çıkmıştır. Bu durumun gerekçesi öğretmenlik mesleğinin kadınlara daha uygun görülmesi, kadınların daha duygusal olmaları ve kadınların iletişim becerilerinde daha iyi olmalarına bağlanabilir. Kıdem yılı değişkenine göre anlamlı bir farklılık gözlenmemiştir. Bu durum genel anlamda kaynaştırma uygulamalarında çalışan öğretmenlerin öz- yeterlilik düzeylerinin yüksek olmasına bağlanabilir. Yaş değişkenine göre anlamlı bir farklılık çıkmamasının gerekçesi ise günümüzde özellikle internet aracılığıyla bilgiye ulaşmanın kolay olmasına bağlanabilir. Yöneticilerden destek alıp almadığı değişkenine göre anlamlı bir farklılık gözlenmemiştir. Bu durumun gerekçesi ise öğretmenlerin kutsal bir meslek olan öğretmenlik mesleğini layığıyla benimsemiş olmalarına bağlanabilir. Aldığı ücretten memnun olup olmama değişkenine göre anlamlı bir farklılık gözlenmemesinin gerekçesi ise öğretmenlerin öğretmenlik mesleğinin saygınlığını ön plana alıp okul ortamındaki diğer bireylerle etkileşim içine girdikleri söylenebilir.

Polska adaptacja kwestionariusza CSIE Locke'a do pomiaru poczucia skuteczności interpersonalnej i jego osobowościowe korelaty

Celem artykułu jest prezentacja polskiej wersji kwestionariusza do pomiaru poczucia skuteczności interpersonalnej – Skal koła skuteczności interpersonalnej (Circumplex Scales for Interpersonal Efficacy; CSIE) Locke’a – oraz poznanie osobowościowych uwarunkowań konstruktów koła interpersonalnego i szerokości repertuaru zachowań interpersonalnych. CSIE są oparte na modelu koła interpersonalnego Wigginsa (Wiggins, Trapnell, Phillips, 1988) i mierzą 8 aspektów interpersonalnego poczucia skuteczności: Dominujący, Dominujący i Zdystansowany, Zdystansowany, Ustępliwy i Zdystansowany, Ustępliwy, Ustępliwy i Życzliwy, Życzliwy, Dominujący i Życzliwy. Badanie przeprowadzono na próbie N = 306. Rzetelność jednej skali (FG – Ustępliwy i Zdystansowany) jest niska, rzetelności pozostałych skal są zadowalające. Struktura wewnętrzna i trafność teoretyczna narzędzia są satysfakcjonujące. Stwierdzono, że interpersonalne poczucie skuteczności jest najsilniej powiązane z metacechą Beta / Plastyczność, co poddano dyskusji w kontek ie Cybernetycznej Teorii Wielkiej Piątki (Cybernetic Big Five Theory; CB5T) DeYounga (2015). Jako wskaźniki szerokości repertuaru zachowań interpersonalnych zastosowano elastyczność interpersonalną (wzniesienie profilu) oraz sztywność interpersonalną (długość wektora). Elastyczność interpersonalnego poczucia skuteczności i cech interpersonalnych jest powiązana z ekstrawersją, ugodowością, stabilnością emocjonalną, intelektem, Alfą / Stabilnością, Betą / Plastycznością oraz Ogólnym Czynnikiem Osobowości. Z kolei sztywność wartości i cech interpersonalnych koreluje z ekstrawersją, ugodowością, stabilnością emocjonalną, intelektem, Alfą / Stabilnością, Betą / Plastycznością oraz Ogólnym Czynnikiem Osobowości.

Análisis de la relación entre la autoeficacia interpersonal del profesorado y sus niveles de burnout

Introducción. Este trabajo se centra en la evaluación y en el análisis de la capacidad predictiva de la autoeficacia interpersonal del profesorado sobre sus niveles de burnout. Se destaca la utilidad del estudio, dada la ausencia en nuestro contexto de instrumentos de evaluación sobre este constructo psicoeducativo, así como el notable impacto de la percepción de nivel de apoyo social y del mantenimiento de relaciones satisfactorias y de ayuda en el trabajo sobre el estrés docente.Método. En el estudio participan 103 profesores de distintos niveles del sistema educativo es-pañol (55 mujeres, 48 hombres, rango de edad: 24-56), a los que se aplicó una adaptación del Teacher Interpersonal Self-Efficacy Scale –TISES- y la versión española del Maslach Burnout Inventory for Teachers, junto a un cuestionario elaborado ad-hoc que recoge distintas variables sociopersonales del profesorado (sexo, años de experiencia docente y nivel formativo). La validez factorial de la adaptación española del TISES se evalúa a través de un análisis factorial confirmatorio –AFC-, mientras que su validez predictiva e incremental se evalúa a través de dive-sos análisis de regresión jerárquica múltiple.Resultados. Se confirma la estructura original del TISES de tres factores oblícuos (percepción de autoeficacia en la gestión del aula, en la obtención de apoyo de compañeros y en la obtenición de apoyo del equipo directivo del centro). Las tres subescalas de autoeficacia muestran niveles de consistencia interna satisfactorios y se relacionan de forma significativa con las dimensiones del burnout -especialmente la percepción de autoeficia en la gestión del aula-, constatando su validez predictiva e incremental sobre los niveles de burnout del profesorado.Discusión y Conclusión. Se confirma la relación de la percepción de autoeficacia interpersonal del profesorado con sus niveles de burnout, destacando la adecuación y utilidad de la adaptación del TISES. Se discuten los resultados, enfatizando la importancia de promover el desarrollo de la autoeficacia como factor preventivo del burnout, ya sea a través de la mejora de las habilidades instruccionales y de gestión del aula del profesorado, como de la potenciación de sus habilidades de trabajo en equipo y coordinación.