Psychometry of the Teacher's Sense of Efficacy Scale in Spanish Teachers' Education

Burgueño, Rafael; Sicilia, Álvaro; Casaubón, Jesús Medina; Alcaraz‐Ibáñez, Manuel; Lirola, María-Jesús

doi:10.1080/00220973.2018.1423542

Cited by 17 publications

(25 citation statements)

References 47 publications

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“…The findings support the accuracy of the CS-TSES in measuring teacher self-efficacy with our sample. These findings were consistent with those of previous studies demonstrating the validity of the TSES by revealing its correlations with other scales (Burgueño et al, 2019;Tschannen-Moran & Hoy, 2001).…”

Section: Criterion-related Validity Of the Cs-tsessupporting

confidence: 93%

“…The results supported the construct-level consistency of the factor structure of the TSES between special education teachers and general in-service teachers. The correlation between the three factors was found to be high in our CFA model, as found in other recent studies (Burgueño et al, 2019;Ruan et al, 2015). Given that the evidence from these and the present Note.…”

Section: Factor Structure Of the Cs-tsessupporting

confidence: 91%

“…Teacher self-efficacy significantly predicts the psychological well-being of teachers (Burgueño, Sicilia, Medina-Casaubón, & Alcaraz-Ibañez, 2019;Zee & Koomen, 2016). Developed out of Bandura's perceived self-efficacy theory, it is also associated with many social variables that generally contribute to positive mental health outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…Recently, an increasing number of studies of teacher self-efficacy have emerged (Zee & Koomen, 2016), and more and more evidence has been found that teacher self-efficacy plays a critical role in explaining and resolving teaching and learning problems (Klassen et al, 2011; Kleinsasser, 2014; Tschannen-Moran, Hoy, & Hoy, 1998; Zee & Koomen, 2016). Teacher self-efficacy significantly predicts the psychological well-being of teachers (Burgueño, Sicilia, Medina-Casaubón, & Alcaraz-Ibañez, 2019; Zee & Koomen, 2016). Developed out of Bandura’s perceived self-efficacy theory, it is also associated with many social variables that generally contribute to positive mental health outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Psychometric Properties of the Teachers’ Sense of Efficacy Scale for Chinese Special Education Teachers

Pang

Chen

et al. 2020

Journal of Psychoeducational Assessment

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Teacher self-efficacy plays an important role in special education; yet, the literature on the measurement of teacher self-efficacy in this field is limited. This study investigated the psychometric properties of the Teachers’ Sense of Efficacy Scale with a sample of Chinese special education teachers ( N = 401, 24.19% male). Confirmatory factor analysis indicated that the Chinese special educational version of the Teacher's Sense of Efficacy Scale (CS-TSES), modified from the Asian model by Ruan, J., Nie, Y., Hong, J., Monobe, G., Zheng, G., Kambara, H., & You, S. (2015). Cross-cultural validation of teachers’ sense of efficacy scale in three Asian countries. Journal of Psychoeducational Assessment, 33(8), 769-779, showed an excellent fit. Additionally, correlations were observed between the results of the CS-TSES and both the Multidimensional Scale of Perceived Social Support and the Satisfaction with Life Scale, providing criterion-related validity. In sum, the findings indicated that the TSES is applicable to special education teachers in the Chinese context.

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Section: Criterion-related Validity Of the Cs-tsessupporting

confidence: 93%

Section: Factor Structure Of the Cs-tsessupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Psychometric Properties of the Teachers’ Sense of Efficacy Scale for Chinese Special Education Teachers

Pang

Chen

et al. 2020

Journal of Psychoeducational Assessment

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“…Se utilizó la versión española de 11 ítems (Burgueño, Sicilia, Medina-Casaubón, Alcaraz-Ibañez, & Lirola, 2019) de la Teacher's Sense of Efficacy (Tschannen-Moran & Hoy, 2001). El instrumento estuvo precedido por la siguiente sentencia: "Si fuera profesor/a en un centro educativo…".…”

Section: Creencia De Eficacia Docenteunclassified

Efectos del contenido de meta docente y la regulación motivacional académica sobre la creencia de eficacia docente del profesorado en formación inicial

et al. 2019

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Introducción: Basado en la Teoría de la Auto-Determinación, el objetivo del estudio fue examinar la relación entre los contenidos de meta y la creencia de la eficacia docente en profesorado en formación inicial, considerando el rol mediador de la regulación motivacional académica (autónoma y controlada) al inicio y final del master de formación del profesorado. Método: Los participantes fueron 379 profesores/as en formación inicial (180 hombres y 199 mujeres; Medad = 25.30, DT edad = 4.21) quienes completaron medidas de contenidos de meta en la docencia y regulación motivacional académica al inicio del máster en formación del profesorado (toma 1), así como medidas de regulación motivacional y creencia de eficacia docente al final del máster (toma 2). Las relaciones predictivas hipotetizadas fueron examinadas vía análisis de ecuaciones estructurales. Resultados: El modelo de ecuaciones estructurales mostró que los contenidos de meta intrínsecos al inicio del máster de formación del profesorado tuvieron un efecto positivo directo sobre la creencia de la eficacia docente al final del máster, estando dicha relación mediada por la motivación autónoma académica al inicio y al final del máster. En cambio, los contenidos de meta extrínsecos al inicio del máster de formación del profesorado mostraron un efecto directo y negativo sobre la creencia de la eficacia docente al final del máster. Discusión: Los resultados obtenidos subrayan la relevancia del contenido de meta en la explicación de la naturaleza dinámica de los procesos motivacionales relacionados con la creencia de eficacia docente durante el programa inicial de formación docente del profesorado en formación inicial.

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Psychometric properties of the mindfulness in teaching scale among Spanish teachers

et al. 2021

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Mindfulness in the educational field provides several benefits. The assessment of mindfulness is a fundamental previous step for evidence-based interventions. Therefore, the present study aimed to adapt and validate the Mindfulness in Teaching Scale (MTS) among Spanish teachers. This scale comprises 14 items on two dimensions: intrapersonal and interpersonal. The sample comprised 398 teachers (31% males, 68% females) whose ages ranged from 25 to 69 years (M = 44.14; SD = 10.16). Once the scale was adapted in Spanish, we examined its psychometric properties. To do so, we conducted a Confirmatory Factor analysis (CFA), which supported the two-factor structure. As evidence for validity, the MTS scores correlated with perceived teaching self-efficacy. The reliability values using Cronbach's alpha were good. This scale has adequate psychometric properties and is useful for assessing mindfulness among Spanish teachers. We discuss its implications for the education field.

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Psychometry of the Teacher's Sense of Efficacy Scale in Spanish Teachers' Education

Cited by 17 publications

References 47 publications

Psychometric Properties of the Teachers’ Sense of Efficacy Scale for Chinese Special Education Teachers

Psychometric Properties of the Teachers’ Sense of Efficacy Scale for Chinese Special Education Teachers

Efectos del contenido de meta docente y la regulación motivacional académica sobre la creencia de eficacia docente del profesorado en formación inicial

Psychometric properties of the mindfulness in teaching scale among Spanish teachers

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