Validating the Filipino teacher’s sense of efficacy scale using exploratory factor analysis

2022 IJRSE – Volume 11 Issue 11
Special IJRSE Luminary Issue

Available Online:  18 May 2022

Author/s:

Sales, Jorge Victor*
De La Salle University, Philippines (jorge_victor_sales@dlsu.edu.ph)

Uchi, Noreen
Catanduanes National High School, Philippines (noreen.uchi@deped.gov.ph)

Solsona, Ruby
Catanduanes National High School, Philippines (ruby.solsona@deped.gov.ph)

Abstract:

Teaching efficacy is a self-efficacy construct that describes the teachers’ belief to accomplish instructional outcomes and responsibilities. The authors translated the Teachers’ Sense of Efficacy Scale (TSES) originally created by Tschannen-Moran and Hoy (2001). The Filipino TSES was tested among 240 public school teachers from the Division of Catanduanes, Philippines. Exploratory factor analysis was conducted and has found out that there is a single factor construct extracted from the tool in contrast to the 3-factor construct of the original TSES. Implications to practice was discussed in the paper.

Keywords: teaching efficacy, Filipino, self-efficacy, assessment, exploratory factor analysis, factors

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DOI: https://doi.org/10.5861/ijrse.2022.856

Cite this article:
Sales, J. V., Uchi, N., & Solsona, R. (2022). Validating the Filipino teacher’s sense of efficacy scale using exploratory factor analysis. International Journal of Research Studies in Education, 11(11), 107-116. https://doi.org/10.5861/ijrse.2022.856

*Corresponding Author