Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors?

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Teacher self-efficacy is defined as the specific belief about the degree to which activities carried out by the sub-ject are either externally or internally controlled. The aim of this research is to contribute to the understanding of the psychometric properties of the Teacher Interpersonal Self-Eff...

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Autores principales: García, Dinorah, Cerviño, Consuelo, Fernández, Irene, Tomás, José Manuel
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Psicología. Laboratorio de Evaluación Psicológica y Educativa (LEPE) 2017
Materias:
autoeficacia docente
profesores dominicanos
estructura factorial
Acceso en línea:https://revistas.unc.edu.ar/index.php/revaluar/article/view/18728
Aporte de:
Revistas de la UNC de Universidad Nacional de Córdoba
id I10-R10article-18728
record_format ojs
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-10
container_title_str Revistas de la UNC
language Español
format Artículo revista
topic autoeficacia docente
profesores dominicanos
estructura factorial
spellingShingle autoeficacia docente
profesores dominicanos
estructura factorial
García, Dinorah
Cerviño, Consuelo
Fernández, Irene
Tomás, José Manuel
Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors?
topic_facet autoeficacia docente
profesores dominicanos
estructura factorial
author García, Dinorah
Cerviño, Consuelo
Fernández, Irene
Tomás, José Manuel
author_facet García, Dinorah
Cerviño, Consuelo
Fernández, Irene
Tomás, José Manuel
author_sort García, Dinorah
title Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors?
title_short Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors?
title_full Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors?
title_fullStr Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors?
title_full_unstemmed Factorial structure of the Teacher Interpersonal Self-Efficacy Scale for Dominican Teachers: one or three factors?
title_sort factorial structure of the teacher interpersonal self-efficacy scale for dominican teachers: one or three factors?
description Teacher self-efficacy is defined as the specific belief about the degree to which activities carried out by the sub-ject are either externally or internally controlled. The aim of this research is to contribute to the understanding of the psychometric properties of the Teacher Interpersonal Self-Efficacy Scale in a sample of teachers of the Dominican Republic. All models documented in the literature were tested by means of confirmatory factor analysis: a) a single factor of self-efficacy; b) two factors of perceived self-ef-ficacy: in classroom management and in eliciting support, and c) three factors of perceived self-efficacy: in classroom management, in eliciting support from colleagues, and in eliciting support from school principals. All three models presented a good-to-excellent fit. The three-factor model was retained. Implications and limitations derived from the research have been included.
publisher Facultad de Psicología. Laboratorio de Evaluación Psicológica y Educativa (LEPE)
publishDate 2017
url https://revistas.unc.edu.ar/index.php/revaluar/article/view/18728
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