Brief Description

This tool is a self-report questionnaire consisting of 30 statements referring to seven sources of teachers’ instructional efficacy: personality characteristics, abilities/skills, motivation, mastery experiences in various social/school contexts, vicarious experiences from observing others, physical/emotional state, and university education. Participants rate the extent to which each statement reflects them on a five-point Likert scale.

Purpose

The aim of the questionnaire is to assess the sources of teachers’ instructional self-efficacy, in order to identify the factors that contribute to their professional competence and to support the development of targeted empowerment programs.

Scoring Method

Participants indicate their level of agreement or disagreement with each statement on a scale from 1 (strongly disagree) to 5 (strongly agree). Scores can be calculated either overall or by thematic source, thus providing a general or detailed picture of self-efficacy sources.

Validity

The content validity of the tool has been documented based on the theoretical foundation of self-efficacy sources (Bandura) and their adaptation to the educational context.

Reliability

Test–retest reliability coefficients ranged from 0.31 to 0.77. Internal consistency for the scales ranged between 0.72 and 0.79, indicating good reliability for most dimensions.

Data Analysis and Use

Data can be quantitatively analyzed for each source separately or in total, in order to map a teacher’s self-efficacy profile. They can be used for research in educational psychology, for designing training programs, and for evaluating the impact of interventions on teachers’ professional confidence.

References

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman.
Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27(2), 191–218.
Tschannen-Moran, M., Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.