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...
Guardado en:
| Autores principales: | , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Psicología. Laboratorio de Evaluación Psicológica y Educativa (LEPE)
2017
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revaluar/article/view/18728 |
| Aporte de: |
| Sumario: | 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. |
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