Testing a Four-factor Model for the Teachers’ Sense of Efficacy Scale: An updated Perspective on Teachers’ Perceived Classroom Efficacy

Abstract

The Teachers’ Sense of Efficacy Scale (TSES) is one of the most diffused tools for assessing teachers’ self-efficacy. Despite a strong background, professionals brought concerns on TSES structural feasibility due to changes experienced by education in the last decade. The aim of this study is to test an alternative structure of TSES (A-TSES) that includes a fourth factor, efficacy in student misbehaviour. A sample of 775 teachers were asked to fill TSES. Results showed that, while the original TSES is a good fit for the dataset, A-TSES represents a more appropriate model. Future research should focus on testing A-TSES in different educational systems, as well as on delving into the development of its four-factor structure for future practical application.

Keywords

• assessment
• classroom behaviour
• teachers’ self-efficacy