Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal-Reference-Cited by-同舟云学术

Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal

Published:2024-08-02 Issue:8 Volume:14 Page:840
ISSN:2227-7102
Container-title:Education Sciences
language:en
Short-container-title:Education Sciences

Author:

Vatou Anastasia¹,Gregoriadis Athanasios²^ORCID,Evagelou-Tsitiridou Maria¹,Manolitsis George³^ORCID,Mouzaki Angeliki⁴,Kypriotaki Maria³^ORCID,Oikonomidis Vasileios³,Lemos Ana⁵,Piedade Filipe⁵,Alves Diana⁵^ORCID,Cadima Joana⁵,Michael Demos⁶^ORCID,Charalambous Vicky⁷,Agathokleous Andri⁷,Vrasidas Charalambos⁶⁸,Grammatikopoulos Vasilis¹^ORCID

Affiliation:

1. Department of Early Childhood Education and Care, International Hellenic University, 57400 Thessaloniki, Greece

2. Department of Early Childhood Education, Aristotle University of Thessaloniki, 54636 Thessaloniki, Greece

3. Department of Preschool Education, University of Crete, 74100 Rethymno, Greece

4. Department of Primary Education, University of Crete, 74100 Rethymno, Greece

5. Faculty of Psychology and Educational Sciences, University of Porto, 4200-135 Porto, Portugal

6. Center for the Advancement of Research & Development in Educational Technology, 2401 Nicosia, Cyprus

7. Institute of Development, 2401 Nicosia, Cyprus

8. School of Education, University of Nicosia, 2414 Nicosia, Cyprus

Abstract

The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers’ Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of the TSSES. Configural and metric invariance were established for the one-factor structure of the TSSES. The results showed that teachers in Portugal and Cyprus experience high levels of social self-efficacy, whereas Greek teachers experience moderate to high levels of social self-efficacy. The TSSES seems to be a reliable instrument for assessing social self-efficacy beliefs. Possible implications for practice are also discussed.

Funder

European Commission

Publisher

MDPI AG

Link

https://www.mdpi.com/2227-7102/14/8/840/pdf

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