Psychometric Properties of the German Student‐Specific Teacher Self‐Efficacy Scale ( SS ‐ TSES ‐G)

Datos Bibliográficos

ID21446169
AutoresBodo Przibilla (0000-0002-9948-5372, School of Human and Social Sciences University of Wuppertal Wuppertal Germany, autor de correspondencia), Chiara Enderle (0000-0003-0427-997X, Faculty of Education, Institute of Special and Inclusive Education Leipzig University Leipzig Germany, autor de correspondencia), Gino Casale (0000-0003-2780-241X, School of Education University of Wuppertal Wuppertal Germany), David Scheer (0000-0002-0534-7869, Faculty III: Participation Sciences, Institute for Specific Special Educational Needs Ludwigsburg University of Education Ludwigsburg Germany), Anett Platte (0000-0001-7958-1618, Faculty of Education, Institute of Special and Inclusive Education Leipzig University Leipzig Germany), Conny Melzer (0000-0003-3768-0356, Faculty of Education, Institute of Special and Inclusive Education Leipzig University Leipzig Germany), Tatjana Leidig (0000-0002-4598-917X, Institute for Special Education University of Flensburg Flensburg Germany)
Año2025
Volumen60
Número1
Fecha de publicación2025-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEuropean Journal of Education (JOURNAL)
Identificadores de la revistaISSN: 0141-8211 • E-ISSN: 1465-3435
EditorialWiley (PUBLISHER • GB)
DOI10.1111/ejed.12879
OpenAlexW4405839617
IdiomaEN
Citas recibidas2
Referencias citadas67

Based on previous research, it can be assumed that teachers' self‐efficacy (TSE) varies across situations, domains and individual students' behaviors confronting teachers with particularly challenging tasks. The construct of student‐specific TSE is considered informative theoretical basis for understanding the relationship between affective‐motivational components of teachers' competencies and individual student behaviour. The aim of the present study was to translate and validate the Student‐Specific Teacher Self‐Efficacy Scale (SS‐TSES; Zee and Koomen, 2015) for use in German teacher samples. The items of the original SS‐TSES were translated from Dutch to German using a forward‐backward translation procedure. A total of 477 teachers completed the SS‐TSES‐G. After a randomly drawn sample‐split an EFA was conducted on half of the sample, while a CFA was performed on the other half. The results of EFA and CFA revealed that a 4‐factor bifactor model fitted the data best. Except for item 18, which was assigned to the first factor ( emotional support ), the item‐factor assignments were consistent with the original structure. The goodness‐of‐fit statistics indicated a good model fit. The SS‐TSES‐G demonstrated good to excellent psychometric properties, allowing for reliable measurements of teachers' self‐efficacy in relation to individual students in a German teacher population

Confirmatory factor analysis · Construct (python library) · Construct validity · Developmental psychology · German · Goodness of fit · Mathematics education · Population · Psychometrics · Sample (material) · Scale (ratio) · Self-efficacy · Statistics · Structural equation modeling · Chemistry · Computer Science · Mathematics · Medicine · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation