Validation of the Serbian version of the teachers’ sense of efficacy scale (TSES)

Abstract

Given that teacher self-efficacy has been recognized as a significant predictor of desirable outcomes at the student as well as at the teacher level, it is necessary to address the lack of a robust measure of this construct in Serbia. the present study examined the reliability, factor structure, and criterion validity of the 12-item teachers' Sense of efficacy Scale (tSeS) among a sample of 452 Serbian teachers. Internal consistency estimates for scores on the tSeS varied from .77 to .88. the results of confirmatory factor analysis showed that a three-factor model of the tSeS yielded the best fit to data. criterion validity of the tSeS was supported by relationships of all its subscales with teacher job satisfaction. Primary school classroom teachers reported significantly higher self-efficacy for student engagement compared to secondary and high school teachers. No significant differences were found with gender and years of teaching experience. our results confirm that the tSeS is a reliable and valid instrument, and thus potentially useful for research within the Serbian cultural context. both areas for future research and practical implications are discussed.

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“…Lastly, it is worth nothing that the Mexican teachers who participated in this study showed relatively high levels of selfefficacy (as presented in Table 3). The means obtained in the original study ranged between 6.7 and 7.3 (Tschannen-Moran and Woolfolk Hoy, 2001) similar to those obtained in studies such as those of Ninković and Knežević-Florić (2018) and Valls et al (2020); however, all means and medians from the present study were above 8 (on a scale rated from 1 to 9). These scores indicate that the majority of values obtained approach the upper limit of the scale used in its measurement, pointing to the possibility of a ceiling effect.…”

“…Construct validity evidence has been mainly studied through confirmatory factor analysis (CFA), and the three correlated factor structure proposed by Tschannen-Moran and Woolfolk Hoy (2001) has been supported by several studies (see Table 1). However, in order to improve the goodnessof-fit of the three-factor model, certain studies have allowed some items' errors to correlate (Klassen et al, 2009;Ninković and Knežević-Florić, 2018) or have removed items with low loadings or cross-loaded with other factors (Tsigilis et al, 2010;Ruan et al, 2015;Khairani and Makara, 2020).…”

Spanish Version of the Teachers’ Sense of Efficacy Scale: An Adaptation and Validation Study

“…Construct validity evidence has been mainly studied through confirmatory factor analysis (CFA), and the three correlated factor structure proposed by Tschannen-Moran and Woolfolk Hoy (2001) has been supported by several studies (see Table 1 ). However, in order to improve the goodness-of-fit of the three-factor model, certain studies have allowed some items’ errors to correlate ( Klassen et al, 2009 ; Ninković and Knežević-Florić, 2018 ) or have removed items with low loadings or cross-loaded with other factors ( Tsigilis et al, 2010 ; Ruan et al, 2015 ; Khairani and Makara, 2020 ).…”

“…Regarding criterion validity evidence, teacher self-efficacy, as measured by the TSES, has been previously related to job satisfaction ( Klassen et al, 2009 ; Tsigilis et al, 2010 ; Ninković and Knežević-Florić, 2018 ), being a main determinant of this variable and influencing teachers’ attitudes and performance ( Caprara et al, 2003 ). Specifically, teachers with high levels of self-efficacy tend to demonstrate higher levels of job satisfaction ( Caprara et al, 2006 ; Klassen and Chiu, 2010 ; Vieluf et al, 2013 ).…”

Assessing the psychometric properties of the behavior and instructional management scale: A study on a sample of Serbian teachers

“…In order to examine the convergent validity of the BIMS, the Serbian version of Teachers' Sense of Efficacy Scale -TSES was applied. Specifically, the short form of the TSES (Tschannen-Moran & Woolfolk Hoy, 2001) which was validated in Serbia by Ninković and Knežević Florić (2018) was used. The TSES-short version contains 12 items distributed in 3 subscales: efficacy for student engagement (e.g., "How much can you do to help your students value learning?…”