Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors?
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-Eff...
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Facultad de Psicología. Laboratorio de Evaluación Psicológica y Educativa (LEPE)
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I10-R10-article-187282021-06-15T23:39:53Z Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors? Estructura factorial del Teacher Interpersonal Self-Efficacy Scale en docentes dominicanos: ¿uno o tres factores? García, Dinorah Cerviño, Consuelo Fernández, Irene Tomás, José Manuel autoeficacia docente profesores dominicanos estructura factorial 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. La autoeficacia docente se define como la creencia específica acerca de la externalidad o internalidad del control de las actividades que realiza el profesor en su trabajo. El objetivo del presente estudio es contribuir a entender las propiedades psicométricas de la escala ‘Teacher Interpersonal Self-Efficacy Scale’ en una muestra de docentes de República Dominicana. Se pusieron a prueba los modelos factoriales propuestos en la literatura mediante análisis factorial confirmatorio: a) un único factor de autoeficacia; b) dos factores de autoeficacia percibida: en la gestión del aula y en la obtención de apoyo; y c) tres factores de autoeficacia percibida: en la gestión del aula, en la obtención de apoyo de los compañeros, y en la obtención de apoyo de los superiores. Los tres modelos mostraron un ajuste que varía entre bueno y excelente. Se retuvo el modelo de tres factores. Se han incluido las implicaciones y limitaciones derivadas de la investigación. Facultad de Psicología. Laboratorio de Evaluación Psicológica y Educativa (LEPE) 2017-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revaluar/article/view/18728 Revista Evaluar; Vol. 17 Núm. 2 (2017) 1667-4545 1515-1867 10.35670/1667-4545.v17.n2 spa https://revistas.unc.edu.ar/index.php/revaluar/article/view/18728/18535 Derechos de autor 2017 Irene Fernández http://creativecommons.org/licenses/by/4.0 |
institution |
Universidad Nacional de Córdoba |
institution_str |
I-10 |
repository_str |
R-10 |
container_title_str |
Revistas de la UNC |
language |
Español |
format |
Artículo revista |
topic |
autoeficacia docente profesores dominicanos estructura factorial |
spellingShingle |
autoeficacia docente profesores dominicanos estructura factorial García, Dinorah Cerviño, Consuelo Fernández, Irene Tomás, José Manuel Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors? |
topic_facet |
autoeficacia docente profesores dominicanos estructura factorial |
author |
García, Dinorah Cerviño, Consuelo Fernández, Irene Tomás, José Manuel |
author_facet |
García, Dinorah Cerviño, Consuelo Fernández, Irene Tomás, José Manuel |
author_sort |
García, Dinorah |
title |
Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors? |
title_short |
Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors? |
title_full |
Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors? |
title_fullStr |
Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors? |
title_full_unstemmed |
Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors? |
title_sort |
factorial structure of the teacher interpersonal self-efficacy scale for dominican teachers: one or three factors? |
description |
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. |
publisher |
Facultad de Psicología. Laboratorio de Evaluación Psicológica y Educativa (LEPE) |
publishDate |
2017 |
url |
https://revistas.unc.edu.ar/index.php/revaluar/article/view/18728 |
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2022-08-20T00:52:55Z |
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2022-08-20T00:52:55Z |
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