Content validity of the Collective Teacher Self-efficacy Scale
Collective teacher self-efficacy, understood as the shared perceptions of the teachers of a school that, together, they will be able to organize and execute the necessary actions to produce a positive effect on the students, was related to different variables associated to education. Despite the imp...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Universidad Nacional de Córdoba
2021
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/racc/article/view/28132 |
| Aporte de: |
| Sumario: | Collective teacher self-efficacy, understood as the shared perceptions of the teachers of a school that, together, they will be able to organize and execute the necessary actions to produce a positive effect on the students, was related to different variables associated to education. Despite the importance it has acquired in recent years, the instruments created to measure it have limitations. For this reason, the present work sets out to develop an instrument to evaluate it and obtain evidence of content validity. To do this, the items were written together with teachers and researchers, according to the six dimensions of teacher self-efficacy proposed by Bandura (2006). Then, an expert judgment test was prepared with a sample of teachers and another one with a sample of researchers. The items proved to be valid in terms of their relevance and clarity, although significant differences were found between the evaluations of both samples. |
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