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Please use this identifier to cite or link to this item:
http://hdl.handle.net/1820/1217
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| Title: | THE FACTORIAL VALIDITY OF SCORES ON THE TEACHER INTERPERSONAL SELF-EFFICACY SCALE |
| Authors: | Brouwers, A.
Tomic, W. |
| Keywords: | teacher efficacy; secondary school teachers; confirmatory factor analysis; teacher interpersonal self-efficacy scale |
| Issue Date: | 2001 |
| Citation: | Educational and Psychological Measurement |
| 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. |
| Description: | research article |
| URI: | http://hdl.handle.net/1820/1217 |
| Appears in Collections: | 1. PSY: publications and preprints
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