Analysis

The analysis of the TES-1 scale is based on a combination of quantitative and qualitative methods. Initially, a statistical analysis is conducted to assess the reliability and validity of the tool. Indicators such as internal consistency (e.g., Cronbach’s alpha coefficient) and factor analyses are typically used to confirm that the questions measure the intended dimensions of effectiveness. Additionally, comparisons with other measurement tools may be carried out to ensure the comparability of results.

Objective

The main objective of TES-1 is to help teachers understand and assess their personal sense of efficacy, which can influence their teaching and their interaction with students. Through this evaluation, teachers can identify areas where they may need additional support or professional development, while educational organization administrators can use the results to design strategies to enhance professional development and the overall quality of education.

Scoring

The scoring of TES-1 is based on participants’ responses to the scale’s questions. Each question typically uses a Likert scale (e.g., from 1 to 5) that measures agreement or disagreement with various statements regarding teaching effectiveness. Total scores are calculated by summing the individual responses, and these total scores are used to create self-efficacy profiles that reflect teachers’ personal assessment of their abilities.

References

Gibson, S. & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582.
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81–91. Originally based on the Teacher Efficacy Scale developed by S. Gibson & M. Dembo (1984). Teacher Efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582.