Analysis

The analysis of the TESSF results allows for the assessment of teachers’ self-efficacy regarding their ability to influence the learning process and manage the classroom. The questionnaire includes items related to teachers’ beliefs about their ability to handle classroom challenges and improve student performance. Data analysis is typically conducted using statistical techniques such as factor analysis and internal consistency analysis to confirm the validity and reliability of the results.

Objective

The main objective of the TESSF is to provide a tool that helps in understanding teachers’ self-efficacy concerning their effectiveness in education. Through its results, school administrations and educators can identify areas where professional development or support may be needed, as well as improve teaching strategies to enhance their effectiveness.

Calibration

The calibration of the TESSF involves the use of a Likert scale to evaluate participants’ responses. Typically, responses are coded on a 1–5 scale (where 1 = “strongly disagree” and 5 = “strongly agree”), and results are summarized to provide an average score representing each teacher’s self-efficacy. Higher scores indicate higher self-efficacy, while lower scores may highlight areas requiring further support or development.

Bibliography

Hoy, W. K., & Woolfolk, A. E. (1990). Organizational socialization of student teachers. American Educational Research Journal, 27, 279–300.
Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 356–372.