Validation of Teacher Self-efficacy (QAI) Questionnaire
DOI:
https://doi.org/10.7346/sird-012021-p57Keywords:
Teacher Self-Efficacy; Validation; EFA; CFA; Self-Report evaluation.Abstract
In recent years, several national and international researches have highlighted the importance of Teacher Self Efficacy. Although there are already some Italian tools researching this construct, there are overlaps and divergences in the various factors taken into consideration, such as self-efficacy perception related to the possibility of acting on the engagement of students and the collaboration with the family and other employees. Therefore, this study focuses on the construction and validation of a new tool that considers both of these aspects.
The tool consists of 25 items and has been administered to a non-probabilistic sample of 1428 teachers aged between 18 and 66 years (both in-service and in initial training). Later, Exploratory Factor Analysis (EFA) and Confirmative Factor Analysis (CFA) were carried out. The study confirms a trifactorial model with a good adaptation. The results suggest the applicability of the tool in the Italian school context.
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