Modeling Teacher Self-Efficacy as a Bifactor Construct: Evidence From an International Sample of In-Service Teachers

• In Event: Longitudinal and Structural Equation Modeling

Abstract

The purpose of this study was to expand the literature on theoretically and empirically justifiable factor structures of teacher self-efficacy beliefs (TSE) and provide evidence of factorial invariance of these factor structures across a large international sample of 261,426 inservice teachers across 48 countries around the world. We compared the fit of a novel bifactor latent variable representation (LVR) of TSE against common LVRs of TSE and (b) examined the impact factorial invariance constraints. Results offer strong empirical evidence supporting the use of a bifactor LVR of TSE, as it was the best fitting model compared to the others and acceptably fit the data after applying invariance constraints. Implications and future directions are discussed.

Authors

• Steven Randall Chesnut, University of Missouri - Kansas City
  Presenting Author

• Daniel B. Hajovsky, Texas A&M University
  Non-Presenting Author