Validazione del Questionario sull’Autoefficacia degli Insegnanti (QAI)
DOI:
https://doi.org/10.7346/sird-012021-p57Parole chiave:
autoefficacia dei docenti; validazione; EFA; CFA; Valutazione Self-Report.Abstract
Negli ultimi anni numerose ricerche nazionali e internazionali hanno messo in evidenza l’importanza della Teacher Self Efficacy. Nonostante nel panorama nazionale esistano già alcuni strumenti che indagano tale costrutto, si notano sovrapposizioni e divergenze nei diversi fattori presi in considerazione, quali ad esempio la percezione di autoefficacia relativa alla possibilità di agire sull’engagement degli studenti e sulla collaborazione con la famiglia e altre figure professionali. Pertanto l’obiettivo del presente contributo consiste nella costruzione e validazione di un nuovo strumento che tenga conto di entrambi quest’ultimi aspetti. Lo strumento, costituito da 25 item, è stato somministrato a un campione non probabilistico di 1428 docenti in servizio e in formazione iniziale di età compresa tra i 18 e i 66 anni. Si è poi proceduto con Analisi Fattoriale Esplorativa (EFA) e Analisi Fattoriale Confermativa (CFA). Le analisi confermano un modello trifattoriale con una buona bontà di adattamento. I risultati suggeriscono l’applicabilità dello strumento nel contesto scolastico italiano.
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