Email this article Teacher Self-Efficacy Scale (Scala sull’Auto-Efficacia del Docente – SAED): adattamento e validazione in Italia
Abstract
Teacher Self-Efficacy Scale: Adaptation and Validation in Italy
According to Albert Bandura (1977, 1992, 1994, 1995), self-efficacy is «the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations». A person’s attitudes, abilities and cognitive skills comprise what is known as the self-system. This system plays a major role in how we perceive situations and how we behave in response to different situations. Self-efficacy is essential component of this self-system. In other words, self-efficacy is a person’s belief in his or her ability to succeed in a particular situation. In the international literature, self-efficacy is an important topic among psychologists and educators. As Bandura and other researchers have demonstrated, self-efficacy can have an impact on behavior and motivation. To assess teacher self-efficacy, we applied the Teacher Self-Efficacy Scale by Tschannen-Moran & Woolfolk Hoy, 2001: for the Italian translation and adaptation we interviewed 200 teachers of primary and secondary schools (both genders represented). This scale is consistently found on three factors: «Efficacy for Student Engagement» (8 items), «Efficacy for Instructional Strategies» (8 items), and «Efficacy for Classroom Management» (8 items). The Italian adaptation confirms the relevance of the three factors and the statistical analysis shows the validity of the Italian version of the scale.
Keywords
Full Text:
PDFReferences
Adler, A. (1956). The individual psychology of Alfred Adler: A systematic presentation in selections from his writings. Ed. by H. L. Ansbacher & R. R. Ansbacher. New York: Basic Books.
Biasi, V., & Domenici, G. (2013). Scala sull’Auto-Efficacia dei Docenti (S.A.E.D.). Traduzione della Teacher Efficacy Scale di Tschannen-Moran & Woolfolk Hoy (2001). Roma: Laboratorio di Didattica e Valutazione dell’Università «Roma Tre».
Ballanti, G. (1975). Il comportamento insegnante. Roma: Armando.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1992). Exercise of personal agency through the self-efficacy mechanisms. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (pp. 3-38). Washington: Hemisphere.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, Vol. 4 (pp. 71-81). New York: Academic Press.
Bandura, A. (1995). Self-efficacy in Changing Societies. Cambridge: Cambridge University Press.
Bandura, A. (1997). Self-efficacy. The exercise of control. New York: W. H. Freeman & Co. (trad. it., Autoefficacia teoria e applicazioni. Milano: Fabbri, 2014).
Benzecri, J. P. (1982). L’analyse des données. Leçons sur l’analyse factorielle et la reconnaissance des formes et travaux. Paris: Dunod.
Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change, Vol. 7: Factors affecting implementation and continuation. Report R-1589/7-HEW. Santa Monica, CA: The Rand-Corporation (ERIC Document Reproduction Service, 140 432).
Borgogni, L. (2001). Efficacia organizzativa. Il contributo della teoria sociale cognitiva alla conoscenza delle organizzazioni. Milano: Guerini e Associati.
Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821-832.
Chong, W., Klassen, R. M., Huan, V., Wong, L., & Kates, A. D. (2010). The relationships among school types teacher efficacy belief, and academic climate: Perspectives from Asian Middle Schools. The Journal of Educational Research, 103, 183-190.
DeCharms, R. (1978). Personal causation: The internal affective determinants of behavior. New York: Academic Press.
Domenici, G., Laeng, M., & Vertecchi, B. (1980). Indagine sul profitto scolastico nelle scuola secondarie superiori sperimentali. Roma: CNITE.
Fives, H., & Buehl, M. M. (2010). Examining the factor structure of the teachers’ sense of Efficacy Scale. The Journal of Experimental Education, 78, 118-134.
Gibson, S., & Dembo, H. M. (1984). Teacher efficacy: A construct validation. Journal of Education Psychology, 76(4), 569-582.
Gowriel, G., & Ramdass, M. (2013). Dimensions of teacher efficacy and student academic achievement in selected primary schools in Trinidad and Tobago. British Journal of Education, Society & Behavioural Science, 4(10).
Guskey, T., & Passaro, P. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627-643.
Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., et al. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 67-76.
Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21-43.
Labone, E. (2004). Teacher efficacy: Maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20, 341-359.
Monti, A. C. (2003). Introduzione alla statistica. Napoli: ESI.
Melby, L. C. (1995). Teacher efficacy and classroom management: A study of teacher cognition, emotion, and strategy usage associated with externalizing student behavior. Unpublished Doctoral dissertation, Los Angeles, University of California.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 526, 543-578.
PRIN – Programmi di ricerca di interesse nazionale (2010/2011). Bando anno 2010/2011. Area 11: Successo formativo, inclusione e coesione sociale: strategie innovative, ICT e modelli valutativi. Coordinatore scientifico nazionale G. Domenici (http://prin.cineca.it) dell’Università «Roma Tre».
Roeser, R., Arbreton, A., & Anderman, E. (1993). Teacher characteristics and their effects on student motivation across the school year. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta.
Rosenthal, R., & Jacobson, L. (1966). Teachers’ expectancies: Determinates of pupils’ IQ gains. Psychological Reports, 19, 115-118.
Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80.
Saklofske, D. H., Michayluk, J. O., & Randhawa, B. S. (1988). Teachers’ efficacy and teaching behaviors. Psychological Reports, 407-414.
Schunk, D. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231.
Sewell, A., & St. George, A. (2000). Developing efficacy beliefs in the classroom. Journal of Educational Enquiry, 1(2), 58-70.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from perspective of Flow Theory. School Psychology Quarterly, 18(2), 158-176.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
Wittrock, M. C. (Ed.). (1986). Handbook of research on teaching. New York: Macmillan.
Woolfolk Hoy, A., & Burke Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: a comparison of four measures. Teaching and Teacher Education, 21, 343-356.
Woolfolk Hoy, A., & Davis, H. A. (2006). Teacher Self-Efficacy and its influence on the achievement of adolescents. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 117-137). Greenwich, CT: Information Age. (trad. it., Trento: Erickson, 2007).
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148.
DOI: https://doi.org/10.7358/ecps-2014-010-bias
Copyright (©) 2014 Journal of Educational, Cultural and Psychological Studies (ECPS Journal) – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie
Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932
Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University
Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli
Editorial Secretary:Nazarena Patrizi
© 2001 LED Edizioni Universitarie di Lettere Economia Diritto