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ERIC Number: ED496313
Record Type: Non-Journal
Publication Date: 2006-Oct
Pages: 21
Abstractor: ERIC
The Teacher Sense of Efficacy Scale: Validation Evidence and Behavioral Prediction. WCER Working Paper No. 2006-7
Heneman, Herbert G., III; Kimball, Steven; Milanowski, Anthony
Wisconsin Center for Education Research (NJ1)
The present study contributes to knowledge of the construct validity of the short form of the Teacher Sense of Efficacy Scale (and by extension, given their similar content and psychometric properties, to the long form). The authors' research involves: (1) examining the psychometric properties of the TSES on a large sample of elementary, middle, and high school teachers, and comparing their results to those reported by Tschannen-Moran and Hoy (2001); and (2) conducting a longitudinal analysis (predictive validity) of the TSES as a predictor of subsequent teacher classroom performance and student value-added learning, controlling for school characteristics and teacher experience, among elementary teachers. While the psychometric properties results provide important replication indications, the longitudinal analysis provides a much more compelling construct validity assessment within a broader nomological net of teacher sense of efficacy, teacher performance, student achievement, and teacher and school characteristics. The Teacher Sense of Efficacy Short Form is appended. (Contains 4 tables and 1 figure.) [An earlier version of this paper was presented at the annual meeting of the American Educational Research Association (Montreal, Quebec, April 15).]
Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail:; Web site:
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. on Educational Governance, Finance, Policymaking and Management.
Authoring Institution: Wisconsin Center for Education Research, Madison.
Grant or Contract Numbers: N/A