Teacher self-efficacy: development, validity, and factorial invariance of a brief measure in Peruvian university professors

Abstract

IntroductionTeacher self-efficacy is understood as the set of beliefs regarding teachers’ ability to exercise their role and have a positive effect on the learning of their students. Although this concept has been widely discussed in scientific literature; however, evaluating new instruments for its measurement is still necessary. This study develops and analyzes evidence of validity, factorial invariance, and reliability of a one-dimensional scale of self-efficacy for teaching among Peruvian university professors, comprised by 10 items.MethodsA total of 529 university professors (men: 67.9%) participated, aged between 30 and 60 years. The Workload Scale and The Social Support at Work Scale were used for to evaluate convergent validity.ResultsThe results revealed a satisfactory one-dimensional structure, invariant according to sex and age, and adequate internal consistency. Finally, expected associations were found with measures of workload and social support at work.DiscussionIn conclusion, the scale developed is a valid and reliable unidimensional measure to evaluate the level of perceived self-efficacy specific to teaching in Peruvian university professors.