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ERIC Number: ED437365
Record Type: Non-Journal
Publication Date: 1999-Aug-26
Pages: 24
Abstractor: N/A
Reference Count: N/A
The Factorial Validity of the Teacher Interpersonal Self-Efficacy Scale.
Brouwers, Andre; Tomic, Welko
This study tested the factorial validity of the Teacher Interpersonal Self-Efficacy Scale, which measures teachers' self-efficacy beliefs regarding the interpersonal domain of their functioning. The scale includes three subscales to assess teacher perceived self-efficacy in (1) managing student behavior in the classroom, (2) eliciting support from colleagues, and (3) eliciting support from principals. Following self-efficacy theory, which posits that self-efficacy beliefs are linked to specific activities, it was hypothesized that the three Teacher Interpersonal Self-Efficacy Subscales comprised three different activities linked to teacher self-efficacy beliefs. Confirmatory factory analysis confirmed the hypothesis by showing an adequate fit of the three-factor oblique model, the model in which the items of the three subscales were allowed to load on their respective factors. Since the fit of the three-factor oblique model was significantly better than both the two-factor model and the one-factor model, the researchers conclude that teachers' self-efficacy beliefs differ for the three activities measured (managing student behavior, eliciting support from colleagues, and eliciting support from principals). They conclude that the Teacher Interpersonal Self-Efficacy Scale is a reliable and a factorially valid measurement to assess teachers' beliefs about their abilities to acquire and maintain easy, pleasant, and helpful working relationships. (Contains 43 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands