Measurement of Preschool Teacher Self-Efficacy

• In Event: 34.079 - Roundtable Session 14
  In Roundtable Session: 34.079-10 - Innovative Research on Factor Analysis and Dimensionality

Abstract

The current study examined the measurement properties of the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001), a frequently used measure of teacher self-efficacy. Psychometric examination included confirmatory factor analyses (CFAs) and longitudinal measurement invariance (LMI) of scores. CFAs indicated that a one-factor model of the 12- and 24-item TSES was reasonable for modeling purposes. LMI analyses indicated that metric invariance was tenable for the 12-item TSES. Statistical analyses included longitudinal growth modeling and item response theory (IRT) analysis of scores. Growth modeling analyses indicated that growth was minimal across one academic year, using 12- and 24-item TSES scores. IRT results were reasonable for 20 of the 24 items and supported a one-factor structure.

Authors

• Caroline Gooden, University of Kentucky

• Zijia Li, Rutgers University

• Michael Toland, University of Kentucky