Adaptation of the Teachers’ Sense of Efficacy Scale in Chilean university students
Keywords:
Self-efficacy sense, higher education, confirmatory factor analysis (CFA), convergent validity, discriminant validityAbstract
The aim of the study was to assess the factor structure, reliability and validity of the English short form of the Teachers’ Sense of Efficacy Scale in a sample of pre-service teachers in their first, third and fifth year of their program of English teaching. The participants were 309 students from three Chilean universities. The fit of the measurement model was assessed by confirmatory factor analysis (CFA). Reliability was estimated through the composite reliability coefficient. Convergent and discriminant validity were assessed by the measurement of Average Variance Extracted (VME) and √VME. The multi-group confirmatory factor analysis (AFCM) to evaluate the invariance of the measurement model was used. The results supported a factor structure of three factors, with adequate levels of reliability and validity. These findings suggest that the use of the short form of the TSES has adequate psychometric properties to measure teacher self-efficacy on Chilean students of English teaching program.
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