Psychometric properties of the Italian version of teacher self efficacy scale

Abstract

Background: Teacher self efficacy (TSE) beliefs regard the convinctions that the teacher has about his/her ability to teach pupils efficiently and effectively. Previous studies have shown that TSE is a personal resource factor that may protect from the experience of job strain and burnout (e.g., Schwarzer and Hallum, 2008). The purpose of the study was to examine the validity and reliability of the Italian version of teacher self-efficacy scale (Schwarzer, Schmitz, & Daytner, 1999) Methods: The sample consisted of 356 teachers (83% female, with a mean age of 43.2 years, SD=9.1). Participants completed the following measures: Teachers self efficacy scale, Maslach Burnout Inventory-Education Survey, and Utrecht Work Engagement Scale (short version). Teacher self-efficacy scale includes 10 item. Confirmatory factor analysis within the framework of structural equation modelling was used to examine factor structure of the teacher self-efficacy scale. Findings: The confirmatory analysis results showed an adequate fit for the hypothesized one factor model (ï£2 = 142,12; df = 34; p < .001; GFI = .93; CFI = .92; RMSEA = .08 (.07-.09). Furthermore, correlations between the TSE dimension, burnout and engagement variables provided further support for the construct validity of the dimension. In line with a previous quantitative review (Shoji, et al., 2016), the largest association was found for the lack of personal accomplishment (R = -.59; P < .000). Reliability was supported by an acceptable Cronbach’s alpha (.87) Discussion: The results showed that the TSE scale has acceptable validity and reliability for measuring the teacher self-efficacy among Italian teachers.