Testing a four-factor model for the Teachers’ Sense of Efficacy Scale: an updated perspective on teachers’ perceived classroom efficacy

• Michaela Cocca ^[1] ; Armando Cocca ^[2]
  1. [1] Texas A&M University

     Texas A&M University

     Estados Unidos

     
  2. [2] University of Innsbruck

     University of Innsbruck

     Innsbruck, Austria

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 28, Nº. 1, 2022, págs. 39-46
• Idioma: inglés
• DOI: 10.5093/psed2021a3
• Títulos paralelos:
  • Evaluación de un modelo de cuatro factores para la Teachers’ Sense of Efficacy Scale: una perspectiva actualizada sobre la percepción de los maestros de su eficacia en el aula
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    La Escala sobre el sentido de autoeficacia de los profesores (TSES) es uno de los instrumentos más usados para la medición del sentido de eficacia de los maestros. A pesar de su amplio respaldo científico, los cambios sufridos por la educación en la última década han llevado a los expertos a cuestionar la viabilidad de su actual estructura. El objetivo de este trabajo es poner a prueba una estructura alternativa a la TSES (A-TSES) que incluye un cuarto factor, la eficacia en el mal comportamiento de los estudiantes. Los resultados obtenidos de una muestra de 775 maestros muestran que aunque la estructura original de la TSES puede ser considerada buena la A-TSES representa un modelo más robusto. En futuro, la investigación en este campo debería enfocarse en poner a prueba la A-TSES en diferentes sistemas educativos, al mismo tiempo que será necesario profundizar en el análisis de la estructura de cuatro factores para futuras aplicaciones prácticas.

  • English

    The Teachers’ Sense of Efficacy Scale (TSES) is one of the most diffused tools for assessing teachers’ self-efficacy. Despite a strong background, professionals brought concerns on TSES structural feasibility due to changes experienced by education in the last decade. The aim of this study is to test an alternative structure of TSES (A-TSES) that includes a fourth factor, efficacy in student misbehaviour. A sample of 775 teachers were asked to fill TSES. Results showed that, while the original TSES is a good fit for the dataset, A-TSES represents a more appropriate model. Future research should focus on testing A-TSES in different educational systems, as well as on delving into the development of its four-factor structure for future practical application.

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