TY - JOUR
T1 - Teacher self-efficacy
T2 - development, validity, and factorial invariance of a brief measure in Peruvian university professors
AU - Lingán-Huamán, Susana K.
AU - Mamani-Benito, Oscar
AU - Castillo-Blanco, Ronald
AU - Cabrera-Orosco, Isabel
AU - Rodriguez-Sosa, Jorge
AU - Carranza-Esteban, Renzo
N1 - Publisher Copyright:
Copyright © 2023 Lingán-Huamán, Mamani-Benito, Castillo-Blanco, Cabrera-Orosco, Rodriguez-Sosa and Carranza-Esteban.
PY - 2023
Y1 - 2023
N2 - Introduction: Teacher self-efficacy is understood as the set of beliefs regarding teachers’ ability to exercise their role and have a positive effect on the learning of their students. Although this concept has been widely discussed in scientific literature; however, evaluating new instruments for its measurement is still necessary. This study develops and analyzes evidence of validity, factorial invariance, and reliability of a one-dimensional scale of self-efficacy for teaching among Peruvian university professors, comprised by 10 items. Methods: A total of 529 university professors (men: 67.9%) participated, aged between 30 and 60 years. The Workload Scale and The Social Support at Work Scale were used for to evaluate convergent validity. Results: The results revealed a satisfactory one-dimensional structure, invariant according to sex and age, and adequate internal consistency. Finally, expected associations were found with measures of workload and social support at work. Discussion: In conclusion, the scale developed is a valid and reliable unidimensional measure to evaluate the level of perceived self-efficacy specific to teaching in Peruvian university professors.
AB - Introduction: Teacher self-efficacy is understood as the set of beliefs regarding teachers’ ability to exercise their role and have a positive effect on the learning of their students. Although this concept has been widely discussed in scientific literature; however, evaluating new instruments for its measurement is still necessary. This study develops and analyzes evidence of validity, factorial invariance, and reliability of a one-dimensional scale of self-efficacy for teaching among Peruvian university professors, comprised by 10 items. Methods: A total of 529 university professors (men: 67.9%) participated, aged between 30 and 60 years. The Workload Scale and The Social Support at Work Scale were used for to evaluate convergent validity. Results: The results revealed a satisfactory one-dimensional structure, invariant according to sex and age, and adequate internal consistency. Finally, expected associations were found with measures of workload and social support at work. Discussion: In conclusion, the scale developed is a valid and reliable unidimensional measure to evaluate the level of perceived self-efficacy specific to teaching in Peruvian university professors.
KW - Peru
KW - factor analysis
KW - invariance
KW - reliability
KW - teacher self-efficacy
KW - university professors
UR - http://www.scopus.com/inward/record.url?scp=85165158841&partnerID=8YFLogxK
U2 - 10.3389/feduc.2023.1211487
DO - 10.3389/feduc.2023.1211487
M3 - Article
AN - SCOPUS:85165158841
SN - 2504-284X
VL - 8
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 1211487
ER -