Developing the Teacher Mentoring Self-Efficacy Scale (TMSES) Using the Delphi Method and Exploratory Factor Analysis

Abstract

This mixed methods, two-phase study describes the development of the teacher mentoring self-efficacy scale (TMSES). In Phase 1 the Delphi method harnessed the expertise of a purposively selected panel (N = 26), to determine the competencies needed for effective teacher mentoring. In phase two these 44 competencies were used to generate TMSES items. Following testing, exploratory factor analysis (N = 239) suggested a 16-item two-factor model, with factors named as ‘Pedagogical Practices’ and ‘Professional Relationships.’ A comparison of the findings from the two phases suggested strong inter-connections between qualitative themes, quantitative factors, and the theorised sources of self-efficacy.