Validating the use of the 24-item long version and the 12-item short version of the <i>Teachers’ Sense of Efficacy Scale</i> (TSES) for measuring teachers’ self-efficacy in Macao (SAR) for inclusive education

Monteiro, ElisaElisaMonteiroForlin, ChrisChrisForlin31/12/202031/12/2020202020202020https://dspace.usj.edu.mo/handle/123456789/5465Validation of the Teachers’ Sense of Efficacy Scale (TSES) for use with teachers in Macao (SAR) was undertaken to determine its usefulness as a measure of teacher self-efficacy for inclusive education. This paper discusses the results found by analyzing various versions of the TSES and TSES-C in a Chinese format with 200 pre-service teachers in Macao (SAR). Psychometric analyses were undertaken to investigate the validity of the existing scales and the three and two factor solutions. The results indicated a preferred 9-item version that produced improved factor loadings and reliabilities. The use of a relatively quick and short scale to measure such a complex phenomenon as teacher self-efficacy is discussed. Issues are raised regarding generalizability of scales and the impact of culture, demographics, and edifying issues that may impact on the usefulness of such scales.enInclusive educationMacaoscale developmentself-efficacyValidating the use of the 24-item long version and the 12-item short version of the <i>Teachers’ Sense of Efficacy Scale</i> (TSES) for measuring teachers’ self-efficacy in Macao (SAR) for inclusive educationtext::journal::journal article