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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Autores principales: García, Dinorah, Cerviño, Consuelo, Fernández, Irene, Tomás, José Manuel
Formato: Artículo revista
Lenguaje:Español
Publicado: Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC) 2017
Materias:
autoeficacia docente
profesores dominicanos
estructura factorial
Acceso en línea:https://revistas.unc.edu.ar/index.php/revaluar/article/view/18728
Aporte de:
Revista Evaluar de Universidad Nacional de Córdoba
id I10-R331-article-18728
record_format ojs
spelling I10-R331-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. Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC) 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 10.35670/1667-4545.v17.n2.18728 Revista Evaluar; Vol. 17 Núm. 2 (2017) 1667-4545 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-331
container_title_str Revista Evaluar
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 Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC)
publishDate 2017
url https://revistas.unc.edu.ar/index.php/revaluar/article/view/18728
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first_indexed 2024-09-03T21:07:01Z
last_indexed 2024-09-03T21:07:01Z
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