Resumen

DOMINGUEZ-LARA, Sergio et al. Teacher’s Self-Efficacy Scale: structural analysis and measurement invariance in Peruvian teachers of public schools. Rev Arg Cs Comp. [online]. 2019, vol.11, n.3, pp.61-72.  Epub 23-Sep-2019. ISSN 1852-4206.

The aim was to analyze the internal structure and measurement invariance of the Teacher’s Self-Efficacy Scale (TSES) in Peruvian teachers from public schools (n = 347; 64.3% females; M age = 46.96 years old; SD age= 9.05 years old). The internal structure was analyzed with confirmatory factor analysis and exploratory structural equation modeling (ESEM). The measurement invariance analysis was based on multi-group factor analysis, and self-efficacy scores and reliability were estimated. Results show no evidence for the three-factor model, whereas the bifactor model is invariant, suggesting that the construct is one-dimensional in men (CFI = .983; RMSEA = .051; WRMR = .577) and women (CFI = .986; RMSEA = .041; WRMR = .620); also, the reliability indices were strong. We conclude that the TSES has appropriate psychometric properties.

Palabras clave : ESEM; self-efficacy; teachers; validity; measurement invariance; education.

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