The Factorial Validity of Scores on the Teacher Interpersonal Self-Efficacy Scale

Abstract

The present study examined the factorial validity of scores on the Teacher Interpersonal Self-Efficacy Scale across two samples of 416 teachers each. Following self-efficacy theory, which posits that self-efficacy beliefs are linked to specific activities, it was hypothesized that the three Teacher Interpersonal Self-Efficacy subscales comprised three different activities linked to teacher self-efficacy beliefs. Confirmatory factor analysis results from the two samples supported the hypothesis by showing an adequate fit of a three-factor oblique model. This model fits the data better than either a two-factor or one-factor alternate model. Scores from the three subscales yielded coefficient alphas in excess of .90.