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

2018 ◽  
Vol 50 (1) ◽  
pp. 72-92
Author(s):  
Stefan Ninkovic ◽  
Olivera Knezevic-Floric
Keyword(s):  
Self Efficacy ◽  
Cultural Context ◽  
Factor Model ◽  
Teaching Experience ◽  
Criterion Validity ◽  
Future Research ◽  
Reliability Factor ◽  
Sense Of Efficacy ◽  
Valid Instrument ◽  
Data Criterion

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.

Psychometrical Properties of a French Version of the General Self-Efficacy Short Scale (ASKU)

2020 ◽  
Vol 79 (1) ◽  
pp. 15-25
Author(s):  
Jean Philippe Décieux ◽  
Philipp Emanuel Sischka ◽  
Anette Schumacher ◽  
Helmut Willems
Keyword(s):  
Self Efficacy ◽  
Factor Model ◽  
German Version ◽  
French Version ◽  
Context Variable ◽  
Confirmatory Factor ◽  
French Speaking ◽  
German Speaking ◽  
Valid Instrument ◽  
General Self Efficacy

Abstract. General self-efficacy is a central personality trait often evaluated in surveys as context variable. It can be interpreted as a personal coping resource reflecting individual belief in one’s overall competence to perform across a variety of situations. The German-language Allgemeine-Selbstwirksamkeit-Kurzskala (ASKU) is a reliable and valid instrument to assess this disposition in the German-speaking countries based on a three-item equation. This study develops a French version of the ASKU and tests this French version for measurement invariance compared to the original ASKU. A reliable and valid French instrument would make it easy to collect data in the French-speaking countries and allow comparisons between the French and German results. Data were collected on a sample of 1,716 adolescents. Confirmatory factor analysis resulted in a good fit for a single-factor model of the data (in total, French, and German version). Additionally, construct validity was assessed by elucidating intercorrelations between the ASKU and different factors that should theoretically be related to ASKU. Furthermore, we confirmed configural and metric as well as scalar invariance between the different language versions, meaning that all forms of statistical comparison between the developed French version and the original German version are allowed.

Validity and reliability of the Italian version of the Teachers' Sense of Efficacy Scale

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Pintus ◽  
Chiara Bertolini ◽  
Lucia Scipione ◽  
Maja Antonietti
Keyword(s):  
Classroom Management ◽  
Instructional Strategies ◽  
Factor Structure ◽  
Self Efficacy ◽  
Factor Model ◽  
Validity And Reliability ◽  
Italian Version ◽  
Content Type ◽  
Sense Of Efficacy ◽  
Three Factor

PurposeThis study investigates the construct validity and reliability of the Italian version of the Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001) and contributes to existing research aimed at exploring the elements and variables that influence teachers' self-efficacy levels.Design/methodology/approachThe instrument, translated and adapted in Italian by Cardarello et al. (2017), was tested on a sample of 349 in-service second grade teachers with similar demographic profiles (gender, age, seniority). The study analyzes the data following the exploratory factor analysis.FindingsThe results of this research confirm the relevance of the three-factor model, but opens the possibility of a different organizational structure of the items within the scale. In fact, the results confirmed both the original TSES three-factor structure (student engagement, classroom management, instructional strategies) and a new four-factor structure. The new four-factor structure recognizes two new factors of an instructional nature, “Inclusive instructional strategies, learner-centered” and “Traditional instructional strategies, teacher-centered.” The first one recalls beliefs about capabilities to use strategies and assessments focused on students' needs (inclusive perspective); the second one refers to the dimension of the disciplinary master.Originality/valueAccording to the idea that teachers' self-efficacy is a multidimensional construct, the findings of this study invite to reflect upon the meanings of scale application in different cultural contexts and open a discussion about instructional strategies and the experience of teaching in Italy.

AUTOEFICACIA DOCENTE Y FORTALEZAS Y VIRTUDES PERSONALES EN DOCENTES DE REPÚBLICA DOMINICANA

2017 ◽  
Vol 3 (1) ◽  
pp. 387 ◽  
Author(s):  
Teresa Mª Perandones González ◽  
Lucía Herrera Torres
Keyword(s):  
Teacher Efficacy ◽  
Dominican Republic ◽  
Self Efficacy ◽  
Short Form ◽  
Reliability And Validity ◽  
Teaching Experience ◽  
Professional Activity ◽  
Sense Of Efficacy ◽  
Personal Strengths ◽  
Teacher Self Efficacy

Abstract.TEACHER SELF-EFFICACY AND PERSONAL STRENGTHS AND VIRTUES IN TEACHERS FROM DOMINICAN REPUBLIC.The aim of this research it to analyze the relationship between perceived teacher efficacy and personal strengths and virtues. For it, 564 teachers from Dominican Republic took part in the study, 29.6% males and 70.4% females, mean age of 39.72 years (SD = 8.09), and an average teaching experience of 15.67 years (SD = 3.83). Teachers developed their professional activity in 18 provinces of the 32 that integrate Dominican Republic. Three instruments were used for data collection: the Teacher Efficacy Scale (Teacher Efficacy Scale-Short Form), the Teacher Self-Efficacy Scale (Teacher’s Sense of Efficacy Scale-Short Form), and the Personal Strengths Questionnaire VIA (Values in Action Inventory of Strengths: VIA-IS). The psychometric characteristics of the instruments (reliability and validity) were evaluated. The results obtained through the analysis of correlation revealed a positive relationship between the different subscales of the two tests used to evaluate teacher self-efficacy as well as between teacher self-efficacy and the personal strengths and virtues of teachers. The highest correlations were found with the personal strengths of Wisdom and Knowledge, on the one hand, and Humanity, on the other. The need to incorporate in the training, initial and permanent, the work of strengths and personal virtues as the basis of development and personal and professional effectiveness is discussed.Keywords: teacher efficacy, teacher self-efficacy, personal strengths and virtues, Dominican RepublicResumen.El objetivo de esta investigación es analizar la relación entre la percepción de eficacia docente y las fortalezas y virtudes personales en docentes dominicanos. Para ello, participaron 564 docentes de educación infantil y primaria de República Dominicana, 29.6% hombres y 70.4% mujeres, con una edad media de 39.72 años (DT = 8.09) y una media de experiencia profesional de 15.67 años (DT = 3.83). Los docentes desarrollaban su actividad profesional en 18 provincias de las 32 que componen República Dominicana. Se emplearon tres instrumentos de evaluación: la Escala de Eficacia Docente (Teacher Efficacy Scale, Short Form), la Escala de Autoeficacia Docente (Teacher’s Sense of Efficacy Scale-Short Form) y el Cuestionario VIA de Fortalezas Personales (Values in Action Inventory of Strengths: VIA-IS). Se evaluaron las características psicométricas de los instrumentos (fiabilidad y validez). Los resultados obtenidos a través del análisis de correlación pusieron de manifiesto una relación positiva entre las distintas subescalas de las dos pruebas empleadas para evaluar la autoeficacia docente así como entre la autoeficacia docente y las fortalezas y virtudes personales del profesorado. Las correlaciones más altas se encontraron con las fortalezas personales de Sabiduría y conocimiento, por una parte, y Humanidad, por otra. Se discute la necesidad de incorporar en la formación, tanto inicial como permanente, el trabajo de las fortalezas y virtudes personales como base del desarrollo y efectividad personal y profesional.Palabras clave: eficacia docente, autoeficacia docente, fortalezas y virtudes personales, República Dominicana

Ethical leadership, self-efficacy and job satisfaction in China: the moderating role of guanxi

2017 ◽  
Vol 46 (2) ◽  
pp. 371-388 ◽  
Author(s):  
Shuang Ren ◽  
Doren Chadee
Keyword(s):  
Job Satisfaction ◽  
Ethical Leadership ◽  
Self Efficacy ◽  
Cultural Context ◽  
Influencing Factor ◽  
Future Research ◽  
Main Question ◽  
Content Type ◽  
Cultural Contexts ◽  
Satisfaction Relationship

Purpose The purpose of this paper is to investigate how employee perceptions of the ethical conduct of their leaders affect their job satisfaction in the context of the workplace in China. The authors posit that guanxi, which is a complex relational phenomenon deeply rooted in Chinese tradition, may act as a substitute for ethical leadership in the Chinese workplace. Design/methodology/approach A conceptual model which explicitly incorporates guanxi as a moderator in explaining the relationship between ethical leadership and job satisfaction is developed. This model is then tested using data from a sample (n=388) of professional employees in nine organisations in Beijing, China. Findings The results show that, as expected, self-efficacy positively and strongly mediates the ethical leadership-job satisfaction relationship. However, guanxi negatively moderates the overall effect of ethical leadership on job satisfaction with the effect being larger in Chinese-owned enterprises compared to foreign-owned enterprises. The findings suggest that employee relationship with their leaders may act as a substitute for ethical leadership in the Chinese workplace. Research limitations/implications The main question which this research uncovers is whether the Western-based conceptualisation of ethical leadership is applicable in different cultural contexts. The authors’ research shows clearly that in the case of China, guanxi plays a substituting role and reduces the effects of ethical leadership on job satisfaction. Future research could investigate the effects of ethical leadership in different cultural contexts. Practical implications The substituting effect of guanxi on the ethical leadership-job satisfaction relationship suggests that Western firms need to consider culture as an integral contextual factor in explaining employee job satisfaction when they operate in a different cultural context. Originality/value The explicit consideration of guanxi as an influencing factor of the effects of ethical leadership on job satisfaction in the context of the workplace in China and the testing of this relationship via a moderated-mediation approach is novel.

Validity Testing of the Long-Term Medication Behavior Self-Efficacy Scale

2003 ◽  
Vol 11 (3) ◽  
pp. 267-282 ◽  
Author(s):  
Kris Denhaerynck ◽  
Ivo Abraham ◽  
Greta Gourley ◽  
Gerda Drent ◽  
Peter De Vleeschouwer ◽  
...  
Keyword(s):  
Medication Adherence ◽  
Self Efficacy ◽  
Characteristic Curve ◽  
Area Under The Curve ◽  
Criterion Validity ◽  
Future Research ◽  
Homogeneous Population ◽  
Validity Testing ◽  
Total Average

Self-efficacy is an important determinant of health behavior that can be targeted for intervention. Little effort has been given to the development of valid measures for self-efficacy with medication taking for adherence research. The purpose of this study was to determine the criterion validity of the Long-Term Medication Behavior Self-Efficacy Scale (LTMBSES). Individual patient data from 6 existing adherence studies in transplant, hyperlipidemia, and AIDS/HIV patients (n = 1021) were pooled. Validity was determined by assessing the relation between the LTMBSES score and medication adherence—both self-reported and electronically monitored. A weak relationship was found between the LTMBSES score and adherence, which can possibly be attributed to a ceiling effect, caused by a too homogeneous population and/or a failure of the scale to challenge patients. Generalized Estimating Equations revealed that the total average self-efficacy score predicted reported medication adherence (p < .0001). The Receiver Operating Characteristic curve revealed the area under the curve was 0.67, indicating a significant (p < .0001), but poor predictive capability. Evidence for criterion validity of the Long-Term Medication Behavior Self-Efficacy Scale is not yet convincing. Future research should focus on: (1) validation in a population with a more heterogenous level of adherence, and (2) making the scale more challenging by referring to “always taking the medication without exception.”

scholarly journals EFL Teachers' Reflective Teaching, Use of Motivational Strategies, and Their Sense of Efficacy

2017 ◽  
Vol 8 (2) ◽  
pp. 431 ◽  
Author(s):  
Mania Nosratinia ◽  
Zahra Moradi
Keyword(s):  
Rank Order ◽  
Teaching Experience ◽  
Reflective Teaching ◽  
Future Research ◽  
Motivational Strategies ◽  
Sense Of Efficacy ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
Order Coefficient ◽  
The Relationship

The present study aimed at systematically investigating the relationship among EFL teachers' Reflective Teaching (RT), Use of Motivational Strategies (UMS), and Sense of Efficacy (SE). The participants of the study were 194 male and female EFL teachers, between 20 to 30 years of age (Mage = 25) and with 1 to 10 years of teaching experience. The participants were asked to fill out three questionnaires: the RT questionnaire by Akbari, Behzadpour, and Dadvand (2010), the questionnaire of UMS by Cheng and Dörnyei (2007), and the questionnaire of SE by Tschannen-Moran and Woolfolk Hoy (2001). Analyzing the data through running the non-parametric Spearman's rank order coefficient of correlation indicated that there was a significant and positive correlation between RT and UMS, RT and SE, and between UMS and SE. Furthermore, running a multiple regression analysis revealed that RT could more significantly predict the SE among EFL teachers. Regarding the limitations and drawing upon the findings, the article concludes with some pedagogical implications and some avenues for future research.

scholarly journals Principal’s individualized support and teacher’s self-efficacy: An empirical research

2021 ◽  
Vol 9 (3) ◽  
pp. 53-60
Author(s):  
Aikaterini Gkolia ◽  
◽  
Christina Charalampaki ◽  
Dimitrios Belias ◽  
◽  
...  
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Structural Equation ◽  
Secondary School Teachers ◽  
Factor Model ◽  
Future Research ◽  
School Teachers ◽  
Modelling Analysis ◽  
Research And Policy ◽  
Primary And Secondary School

The purpose of this study is to provide evidence whether principals’ individual mentoring and coaching to support teachers could influence teachers’ self-efficacy. Data were collected from 843 Greek primary and secondary school teachers of 110 schools. Teachers were asked to fill in the PLQ to measure principal’s individualized support and TSES to measure teacher’s self-efficacy. CFA was conducted to identify the factor structure of TSES model. Consequently, results shown a first-order two-factor model fits best the data of TSES. TSES subscale, “Efficacy in Instructional Strategies” was excluded from the analysis. Findings of path analysis (Structural Equation Modelling analysis) showed that principal’s individualized support creating a culture of trust and respect could influence efficacy of teachers related only to student engagement. On the other hand, principal’s individualized support to teachers may not affect teacher’s efficacy related to classroom management. Implications and suggestions for future research and policy are discussed.

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

2021 ◽  
Vol 12 ◽  
Author(s):  
Fátima Salas-Rodríguez ◽  
Sonia Lara ◽  
Martín Martínez
Keyword(s):  
Self Efficacy ◽  
Short Form ◽  
Spanish Speakers ◽  
Future Research ◽  
Validity Evidence ◽  
Research Directions ◽  
Sense Of Efficacy ◽  
Future Research Directions ◽  
Teacher Efficacy Beliefs ◽  
Internal And External Validity

The Teachers’ Sense of Efficacy Scale (TSES) has been the most widely used instrument to assess teacher efficacy beliefs. However, no study has been carried out concerning the TSES psychometric properties with teachers in Mexico, the country with the highest number of Spanish-speakers worldwide. The purpose of the present study is to examine the reliability, internal and external validity evidence of the TSES (short form) adapted into Spanish with a sample of 190 primary and secondary Mexican teachers from 25 private schools. Results of construct analysis confirm the three-factor-correlated structure of the original scale. Criterion validity evidence was established between self-efficacy and job satisfaction. Differences in self-efficacy were related to teachers’ gender, years of experience and grade level taught. Some limitations are discussed, and future research directions are recommended.

scholarly journals Job crafting in Serbia: Serbian mixed-method validation of the Job Crafting Scale

Psihologija ◽  
2021 ◽  
Vol 54 (1) ◽  
pp. 95-122
Author(s):  
Milica Vukelic ◽  
Ivana Petrovic ◽  
Svetlana Cizmic
Keyword(s):  
Work Motivation ◽  
Factor Model ◽  
Reliability And Validity ◽  
Criterion Validity ◽  
Job Crafting ◽  
Short Version ◽  
Intended Meaning ◽  
Job Tasks ◽  
Valid Instrument ◽  
Order Four

The aim of the current study was to validate the Serbian adaptation of the Job Crafting Scale (JCS), applying both qualitative and quantitative approaches, within three studies totalling 832 employees from different industries. Job crafting is work behaviour aimed at modifying job tasks in order to enhance and maintain work motivation. In Study 1, we have tested the understanding of all items and their possible cultural embeddedness. In Study 2, we have tested the JCS factor structure, factors? reliability and validity. In Study 3, we have tested the invariance of the proposed models (Study 2 and Study 3 models) and criterion validity by analysing the correlation between the JCS and work engagement. Qualitative analysis has revealed that the majority of items transferred the intended meaning. Special care should be taken in interpreting the decreasing hindering job demands dimension scores, since these items might point toward behaviours that were not perceived as positive. With its overall reliability, second-order four-factor model invariance and criterion validity, originally composed 21-item JCS could be considered to be a valid instrument for assessing job crafting in Serbia. The present study has also shown that the 12-item JCS-Serbian short version has satisfactory psychometric properties and that it could be considered as a valid local job crafting scale.

A Psychometric Evaluation of the Career Decision Self-Efficacy Scale–Short Form Among French University Students

2011 ◽  
Vol 19 (4) ◽  
pp. 420-430 ◽  
Author(s):  
Jean-Philippe Gaudron
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Factor Model ◽  
Short Form ◽  
High Reliability ◽  
Five Factor Model ◽  
Psychometric Evaluation ◽  
Career Decision ◽  
Future Research ◽  
Goal Selection

The purpose of the present study was to examine the reliability and the factor structure of the Career Decision Self-Efficacy Scale–Short Form (CDSES-SF) among French university students. Based on a sample of 650 respondents, the alpha coefficients indicated high reliability for total scores but not for the subscale scores with values of .70 and below. The test–retest reliability of the total scores was .81. The original and theoretical five-factor model demonstrated inadequate model fit. A four-factor model, which fixed 18 items to load only on latent factors labelled Goal Selection, Problem Solving, Information Gathering, and Goal Pursuit Management, provided an acceptable fit to the data. The results are discussed in the light of previous studies; suggestions for future research are proposed.

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