Evidence for the validity of the Teachers' Sense of Self-Efficacy Scale in a Spanish sample.

Evidencias de validez de la Escala de Sentimiento de Autoeficacia Docente en una muestra española. (Spanish)

Teachers' sense of self-efficacy is a hard construct to measure but is important in view of to its relationship with the quality of education. 'Ibis work aims to gather evidence regarding the consistency and validity of a version of the Teachers' Sense of Efficacy Scale fTSES) for use in Spain. The data come from a Spanish group of future early-years, primary and high school teachers (N = 744), and they arc analysed using a multivariate approach suitable for ordinal scales, with confirmatory factor analysis (UI-SMV) and decision trees (Cl I AID and CAR'l). After evaluating three measurement models, evidence for the validity of a construct structure with three factors and 17 items with acceptable fit indices is provided. In addition, the convergence and consistency of the construct are both endorsed, as is the usefulness of the items for predicting overall teacher selfefficacy in the groups of undergraduate and master's students in the sample studied. [ABSTRACT FROM AUTHOR]

El sentimiento de autoeficacia docente (SAD) es un constructo de compleja medida pero relevante por su relación con la calidad de la educación. Con este trabajo se pretende acumular evidencias de consistencia y validez para su uso en España de una version del Teachers' Sense of Efficacy Scale (TSES). Los datos proceden de un colectivo español de futuros profesores de infantil, primaria y secundaria (N = 744) y se analizan desde un enfoque multivariado adecuado para escala ordinal, mediante análisis factorial confirmatorio (ULSMV) y árboles de decisión (CIIAID y CAR'I). 'Iras evaluar tres modelos de medida, se aportan evidencias de validez de una estructura del constructo en tres factores y 17 ítems, con índices de ajuste aceptables. Además, se avala tanto la convergencia y consistencia del constructo, como la utilidad de los ítems para la predicción de la autoeficacia docente global en los colectivos de estudiantes de grado y de màster que componen la muestra estudiada. [ABSTRACT FROM AUTHOR]

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