Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors?
DOI:
https://doi.org/10.35670/1667-4545.v17.n2.18728Keywords:
autoeficacia docente, profesores dominicanos, estructura factorialAbstract
Teacher self-efficacy is defined as the specific belief about the degree to which activities carried out by the sub-ject are either externally or internally controlled. The aim of this research is to contribute to the understanding of the psychometric properties of the Teacher Interpersonal Self-Efficacy Scale in a sample of teachers of the Dominican Republic. All models documented in the literature were tested by means of confirmatory factor analysis: a) a single factor of self-efficacy; b) two factors of perceived self-ef-ficacy: in classroom management and in eliciting support, and c) three factors of perceived self-efficacy: in classroom management, in eliciting support from colleagues, and in eliciting support from school principals. All three models presented a good-to-excellent fit. The three-factor model was retained. Implications and limitations derived from the research have been included.
Downloads
References
Ashton, P. T., Olejnik, S., Crocker, L., & McAuliffe, M. (1982). Measurement problems in the study of teachers’ sense of efficacy. Annual Meeting of the American Educational Research Association. New York.
Ashton, P., Buhr, D., & Crocker, L. (1984). Teachers’ sense of efficacy: A self or norm-referenced construct. Florida Journal of Educational Research, 26(1), 29-41. Recuperado de https://eric.ed.gov/?id=ED323221
Bandura, A. (1990). Multidimensional scales of perceived academic efficacy. Stanford, CA: Stanford University.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. doi: 10.1207/s15326985ep2802_3
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (2000). Cultivate self-efficacy for personal and organizational effectiveness. En E. A. Locke (Ed.), Handbook of Principles of Organization Behavior (pp. 120-136). Oxford: Blackwell.
Bergman, P., McLaughlin, M., Bass, M., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change: Vol. VII. Factors affecting implementation and continuation. Santa Monica, CA: RAND.
Bliss, J., & Finneran, R. (1991). Effects of school climate and teacher efficacy on teacher stress. Annual Meeting of the American Educational Research Association. Chicago.
Bollen, K. A. (1989). Structural Equation Modeling with Latent Variables. Mahwah, NJ: LEA.
Borton, W. M. (1991). Empowering teachers and students in a restructuring school: A teacher efficacy interaction model and the effect on reading outcomes. Annual Meeting of the American Educational Research Association. Chicago.
Brouwers, A. (2000). Teacher burnout and self-efficacy: An interpersonal approach. Heerlen, Netherlands: Open University.
Brouwers, A., & Tomic, W. (2001). The factorial validity of scores on the teacher interpersonal self-efficacy scale. Educational and Psychological Measurement, 61(3), 433-445. doi: 10.1177/00131640121971301
Brouwers, A., Tomic, W., & Stijnen, S. (2002). A confirmatory factor analysis of scores on the teacher efficacy scale. Swiss Journal of Psychology, 61(4), 211-219. doi: 10.1024/1421-0185.61.4.211
Chacón, C. (2006). Las creencias de autoeficacia: Un aporte para la formación del docente de inglés. Acción Pedagógica, 15(1), 44-54. Recuperado de http://www.saber.ula.ve/handle/123456789/17262
Cheung, W. M., & Cheng, Y. C. (1997). A multi-level analysis of teachers’ self-belief and behavior, and students’ educational outcomes. Annual Meeting of the American Educational Research Association. Chicago.
Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323-337. doi: 10.1080/00220973.1992.9943869
Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755-765. doi: 10.1177/0013164491513027
Fernández, B. (2012). Un análisis multidimensional del síndrome de burnout en profesorado de conservatorios y enseñanza secundaria. (Tesis de Doctorado). Universidad de Valencia, España.
Fernández, J. (1987). Escala de Motivaciones Psicosociales. Madrid: Tea.
Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. En G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (pp. 269-314). Greenwich, CT: Information Age.
Fuchs, L. S., Fuchs, D., & Bishop, N. (1992). Instructional adaptation for students at risk. Journal of Educational Research, 86(2), 70-84. doi: 10.1080/00220671.1992.9941143
García-Ros, R., Fuentes, M. C., & Fernández, B. (2015). Teachers’ interpersonal self-efficacy: Evaluation and predictive capacity of teacher burnout. Electronic Journal of Research in Educational Psychology, 13(3), 483-502. doi: 10.14204/ejrep.37.14105
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. doi: 10.1037/0022-0663.76.4.569
Gonzalo-Delgado, M., & León del Barco, B. (1999). La promoción de la autoeficacia en el docente universitario. Revista Electrónica Interuniversitaria de Formación del Profesorado, 2(1), 79-90. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=2794996
Guskey, T. R. (1981). Measurement of responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32(3), 44-51. doi: 10.1177/002248718103200310
Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2001). A reliability generalization study of the Teacher Efficacy Scale and related instruments. Educational and Psychological Measurement, 61(3), 404-420. doi: 10.1177/00131640121971284
Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. doi: 10.1080/10705519909540118
Imants, J., & Van Zoelen, A. (1995). Teachers’ sickness absence in primary schools, school climate and teachers’ sense of efficacy. School Organization, 15(1), 77-86. doi: 10.1080/0260136950150109
McAdams, D. P., & St. Aubin, E. (1992). A theory of generativity and its assessment through self-report, behavioral acts, and narrative themes in autobiography. Journal of Personality and Social Psychology, 62(6), 1003-1015. doi: 10.1037/0022-3514.62.6.1003
Muthén, L. K., & Muthén, B. O. (1998-2012). Mplus User’s Guide (7ª ed.). Los Angeles, CA: Muthén & Muthén.
Prieto, L. (2007). Autoeficacia del profesor universitario. Eficacia percibida y práctica docente. Madrid: Narcea.
Riggs, I., & Enochs, L. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625-638. doi: 10.1002/sce.3730740605
Rose, J. S., & Medway, F. J. (1981). Measurement of teachers’ beliefs in their control over student outcome. Journal of Educational Research, 74(3), 185-190. doi: 10.1080/00220671.1981.10885308
Tanaka, J. S. (1993). Multifaceted conceptions of fit in structural equation models. En K. A. Bollen & J. S. Long (Eds.), Testing Structural Equation Models (pp. 10-39). Newbury Park, CA: Sage.
Velásquez-Fernández, A. (2012). Revisión histórico-conceptual del concepto de autoeficacia. Revista Pequén, 2(1), 148-160. Recuperado de http://revistas.ubiobio.cl/index.php/RP/article/view/1838
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2017 Irene Fernández
This work is licensed under a Creative Commons Attribution 4.0 International License.
Revista Evaluar aplica la Licencia Internacional de Atribuciones Comunes Creativas (Creative Commons Attribution License, CCAL). Bajo esta licencia, los autores retienen la propiedad de copyright de los artículos pero permiten que, sin que medie permiso de autor o editor, cualquier persona descargue y distribuya los artículos publicados en Evaluar. La única condición es que siempre y en todos los casos se cite a los autores y a la fuente original de publicación (i.e. Evaluar). El envío de artículos a Evaluar y la lectura de los mismos es totalmente gratuito.
_(3).jpg)
.jpg)
