Brief Description

The Teachers’ Sense of Efficacy Scale (TSES) is designed to assess teachers’ self-perception regarding their ability to influence student learning. There are two versions of the tool: the full form with 24 items and the short form with 12 items. Responses are given on a nine-point Likert scale (1 = nothing, 9 = a great deal), with higher scores indicating a stronger sense of self-efficacy.

Purpose

The scale was developed to measure teachers’ perceived ability to manage classrooms, implement effective instructional strategies, and actively engage students in the learning process. It is intended for use with both practicing and prospective teachers.

Scoring Method

Scoring is based on the average of responses within each of the three subscales: Efficacy in Student Engagement, Efficacy in Instructional Practices, and Efficacy in Classroom Management. In the short form, each subscale includes 4 items; in the full form, 8 items. Subscale scores and the overall average provide a general profile of the teacher’s perceived efficacy.

Validity

Construct validity has been demonstrated through factor analysis, confirming three distinct but interrelated dimensions of teacher self-efficacy: student engagement, instructional practices, and classroom management. The tool is theoretically grounded and has been widely used across research settings.

Reliability

According to the developers, the scale demonstrates excellent reliability. Cronbach’s alpha for the full form is 0.94, and for the short form, 0.90. Subscale alphas range from 0.81 to 0.91, indicating strong internal consistency.

Data Analysis and Use

The scale has been extensively used in studies exploring professional identity, teaching effectiveness, and teacher development. It is utilized in research, training, and evaluation programs, offering quantitative data to support interventions, training designs, and professional growth initiatives.

References

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.
Scoring Directions for the TSES, Megan Tschannen-Moran & Anita Woolfolk Hoy (College of William & Mary, The Ohio State University).