Collective Teacher Self-Efficacy Scale for Elementary School Teachers

Autor/inn/en	Sánchez-Rosas, Javier; Dyzenchauz, Malena; Dominguez-Lara, Sergio; Hayes, Agustín
Titel	Collective Teacher Self-Efficacy Scale for Elementary School Teachers
Quelle	In: International Journal of Instruction, 15 (2022) 1, S.985-1002 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Teacher Effectiveness; Self Efficacy; Teacher Collaboration; Decision Making; Family Involvement; Community Involvement; Educational Environment; Job Satisfaction; Teaching Conditions; Stress Variables; Well Being; Foreign Countries; Elementary School Teachers; Teacher Attitudes; Argentina + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Lehrerkooperation; Decision-making; Entscheidungsfindung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrbedingungen; Unterrichtsbedingungen; Well-being; Wellness; Wohlbefinden; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Argentinien
Abstract	Collective Teacher Self-Efficacy refers to the beliefs of the faculty of a school about their ability to work as a team and achieve positive results. Although it presents itself as a promising concept related, the research is relatively scarce and the existing instruments have some limitations. The present work aims to provide new psychometric evidence for a recently created instrument. For this, an expert judgment test was carried out that evaluated content validity, and the instrument was administered to a sample of 309 subjects to analyze internal structure and test criterion validity. Good content validity was observed, evidenced by the satisfactory evaluations of the pertinence and clarity of the items. Evidence of a five-dimensional factor structure was provided (self-efficacy for decision making, teaching, familial participation, community participation and positive school climate), with good fit indexes and internal consistency. As was expected, relationships with job satisfaction, institutional belonging, job stress, institutional commitment, and job wellbeing were found. Finally, the possible applications of the instrument are discussed. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01