Marcionetti, Jenny and Castelli, Luciana (2022) Validation of a teacher self-efficacy scale in Italian and relations with relationship with colleagues, school leadership, school innovativeness, teacher autonomy, role clarity, and role conflicts. TPM - Testing, Psychometrics, Methodology in Applied Psychology, 29 (3). pp. 281-295.
Full text not available from this repository.Abstract
The purpose of the study was to validate in the Swiss-Italian context an instrument to measure teacher self-efficacy. Participants were 676 Swiss teachers in pre-primary, primary, lower secondary, upper secondary, and vocational schools. Overall, results indicated that the Italian version of the Teacher Self-Efficacy Scale is a valid measure, also useful to investigate gender and, with some caution, school-sector differences. Moreover, teacher self-efficacy significantly correlated with relationships with colleagues and school leadership, indicating criterion validity, with teachers’ innovation and autonomy, role clarity, and role conflicts. In order to increase knowledge about poorly studied relations, a model including all constructs under investigation was also tested. Findings suggest that especially general teaching autonomy, role clarity, and school innovativeness directly foster teacher self-efficacy.
| Item Type: | Scientific journal article, Newspaper article or Magazine article |
|---|---|
| Subjects: | Social studies > Others in social studies |
| Department/unit: | Dipartimento formazione e apprendimento / Alta scuola pedagogica > Centro competenze innovazione e ricerca sui sistemi educativi |
| Depositing User: | Jenny Marcionetti |
| Date Deposited: | 07 Mar 2023 05:20 |
| Last Modified: | 07 Mar 2023 05:30 |
| URI: | http://repository.supsi.ch/id/eprint/13847 |
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