The Factorial Validity of Scores on the Teacher Interpersonal Self-Efficacy Scale

A. Brouwers*, W. Tomic

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    The present study examined the factorial validity of scores on the Teacher Interpersonal Self-Efficacy Scale across two samples of 416 teachers each. 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 factor analysis results from the two samples supported the hypothesis by showing an adequate fit of a three-factor oblique model. This model fits the data better than either a two-factor or one-factor alternate model. Scores from the three subscales yielded coefficient alphas in excess of .90.
    Original languageEnglish
    Pages (from-to)433-445
    Number of pages13
    JournalEducational and Psychological Measurement
    Volume61
    Issue number3
    DOIs
    Publication statusPublished - 1 Jun 2001

    Keywords

    • teacher efficacy; secondary school teachers; confirmatory factor analysis; teacher interpersonal self-efficacy scale

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