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Validating the use of the 24-item long version and the 12-item short version of the <i>Teachers’ Sense of Efficacy Scale</i> (TSES) for measuring teachers’ self-efficacy in Macao (SAR) for inclusive education
Resource type
Authors/contributors
- Monteiro, Elisa (Author)
- Forlin, Chris (Author)
Title
Validating the use of the 24-item long version and the 12-item short version of the <i>Teachers’ Sense of Efficacy Scale</i> (TSES) for measuring teachers’ self-efficacy in Macao (SAR) for inclusive education
Abstract
Validation of the Teachers’ Sense of Efficacy Scale (TSES) for use with teachers in Macao (SAR) was undertaken to determine its usefulness as a measure of teacher self-efficacy for inclusive education. This paper discusses the results found by analyzing various versions of the TSES and TSES-C in a Chinese format with 200 pre-service teachers in Macao (SAR). Psychometric analyses were undertaken to investigate the validity of the existing scales and the three and two factor solutions. The results indicated a preferred 9-item version that produced improved factor loadings and reliabilities. The use of a relatively quick and short scale to measure such a complex phenomenon as teacher self-efficacy is discussed. Issues are raised regarding generalizability of scales and the impact of culture, demographics, and edifying issues that may impact on the usefulness of such scales.
Report Number
2:36
Institution
Emerald Open Research
Date
2020-06-09
Language
en
Accessed
4/4/23, 11:02 AM
Library Catalog
Extra
DOI: 10.35241/emeraldopenres.13541.1
Type: article
Citation
Monteiro, E., & Forlin, C. (2020). Validating the use of the 24-item long version and the 12-item short version of the <i>Teachers’ Sense of Efficacy Scale</i> (TSES) for measuring teachers’ self-efficacy in Macao (SAR) for inclusive education (No. 2:36). Emerald Open Research. https://doi.org/10.35241/emeraldopenres.13541.1
Academic Units
United Nations SDGs
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