Examining the Factor Structure of the Teachers' Sense of Efficacy Scale in the Vietnamese Educational Context

Autor/inn/en	Ho, Van Thong; Tran, Van Dat; Nguyen, Van De
Titel	Examining the Factor Structure of the Teachers' Sense of Efficacy Scale in the Vietnamese Educational Context
Quelle	In: International Journal of Education and Practice, 11 (2023) 1, S.47-58 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ho, Van Thong) ORCID (Tran, Van Dat) ORCID (Nguyen, Van De)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-6897
Schlagwörter	Factor Structure; Self Efficacy; Measures (Individuals); Foreign Countries; Teacher Effectiveness; Job Satisfaction; Outcomes of Education; High School Teachers; Test Validity; Factor Analysis; Test Reliability; Psychometrics; Stress Variables; Vietnam + Suchen Sie Ihr Suchwort? Faktorenstruktur; Self-efficacy; Selbstwirksamkeit; Messdaten; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lernleistung; Schulerfolg; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Testvalidität; Faktorenanalyse; Testreliabilität; Psychometry; Psychometrie
Abstract	In recent years, research has focused on the factor structure of the Teacher Sense of Efficacy Scale (TSES), and the significant effects of teachers' self-efficacy on both teachers' outcomes (teachers' performance, enjoyment of teaching, and commitment to teach), and students' outcomes (student learning achievements, motivation, and own sense of efficacy. However, current literature shows that very limited research on the factor structure of the TSES for teachers has been conducted in the Vietnamese educational context. Thus, this study explored the factor structure of the 12-item TSES for a group of 395 in-service teachers from 24 high schools in Vietnam. Both exploratory factor analysis and confirmatory factor analysis were performed to explore the possible factor structure of the TSES and confirm the latent structural validity of the TSES model. The results of factorial analysis indicated that the three-factor structure of the original TSES, which included efficacy for instructional practices, efficacy for classroom management, and efficacy for student engagement, was appropriate for high school teachers in Vietnam. The reliability of each of the three subscales and the whole scale was satisfactory. The findings suggested that the application of TSES was suitable for Vietnamese in-service teachers to assess their self-efficacy. The study recommended that future studies should examine the factor structure of the TSES for a group of pre-service teachers in Vietnam to compare the experience levels of efficacy beliefs between pre-service and in-service teachers. (As Provided).
Anmerkungen	Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01