Description

The Teacher’s Sense of Efficacy Scale (SES-24) is a psychometric instrument designed to assess teachers’ beliefs regarding their ability to successfully perform their professional duties and effectively influence students’ learning and development. The scale was developed by Tschannen-Moran and Woolfolk-Hoy (2001) to evaluate teacher efficacy through three fundamental dimensions related to teaching effectiveness.

Teacher self-efficacy refers to educators’ confidence in their ability to organize and implement teaching strategies, manage classroom situations, and engage students effectively.

Objective

The main objective of the SES-24 is to measure teachers’ perceived effectiveness in three key areas:

Instructional Strategies Efficacy:
Assesses teachers’ confidence in their ability to use effective teaching methods and adapt instructional approaches to students’ needs.

Classroom Management Efficacy:
Evaluates teachers’ beliefs regarding their ability to manage classroom behaviour and create an effective learning environment.

Student Engagement Efficacy:
Examines teachers’ confidence in their ability to motivate and actively involve students in the learning process.

Structure and Content

The SES-24 consists of 24 items and evaluates the three main dimensions of teacher self-efficacy:

instructional strategies,

classroom management,

student engagement.

The scale provides an overall measure of teachers’ perceived professional competence and their beliefs about their ability to achieve positive educational outcomes.

Scoring Method

Participants respond to the items using a 5-point Likert scale, ranging from:

1 = Does not apply to me

to

5 = Fully applies to me.

The total score is calculated by summing the scores of all items. Higher scores indicate stronger beliefs regarding teaching effectiveness and greater perceived self-efficacy.

Data Analysis and Use

Data obtained from the SES-24 can be analysed using descriptive statistics, reliability analysis, factor analysis, and comparative methods.

The scale is used in educational research to examine relationships between teacher self-efficacy and variables such as:

teaching practices,

classroom management,

student achievement,

teacher motivation,

professional development.

It can also be used to evaluate the effectiveness of teacher training programs and interventions aimed at strengthening teachers’ professional confidence.

Validity and Reliability

The SES-24 demonstrates satisfactory psychometric properties. Research findings indicate adequate reliability for the three subscales measuring:

student engagement efficacy,

instructional strategies efficacy,

classroom management efficacy.

The three-dimensional structure of the scale supports its construct validity as a measure of teacher self-efficacy.

Reference

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.