Testing the factor structure of the teacher efficacy scale for in-service teachers

Abstract

In recent years, the factor structure of the teacher efficacy scale for in-service teachers has been validated and the significant impacts of the teacher efficacy on both teachers' outcomes (organizational commitment and job satisfaction) and students' outcomes (academic achievement and motivation) have been documented in different contexts of education. However, the present literature shows that there has been relatively little research on this field in the system of Vietnamese education. Therefore, the current study investigates the factor structure of the 24-item Vietnamese translation of the teachers’ sense of efficacy scale (TSES) for 397 in-service high school teachers. Factorial analysis revealed an adequate fit for the original TSES's three-factor structure, which included efficacy for instructional techniques, efficacy for classroom management and efficacy for student involvement. Cronbach's alpha coefficients showed good internal consistency for the overall scale and three subscales. The findings support the use of the TSES to measure teachers' efficacy in the context of Vietnam's educational system. Future research on teacher efficacy with subject expertise in Vietnamese schools should include teachers from primary, secondary and even tertiary universities.

Keywords: Classroom management, factor structure, in-service teachers, instructional techniques, student involvement, teacher efficacy.