Purpose

This study investigates the construct validity and reliability of the Italian version of the Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001) and contributes to existing research aimed at exploring the elements and variables that influence teachers' self-efficacy levels.

Design/methodology/approach

The instrument, translated and adapted in Italian by Cardarello et al. (2017), was tested on a sample of 349 in-service second grade teachers with similar demographic profiles (gender, age, seniority). The study analyzes the data following the exploratory factor analysis.

Findings

The results of this research confirm the relevance of the three-factor model, but opens the possibility of a different organizational structure of the items within the scale. In fact, the results confirmed both the original TSES three-factor structure (student engagement, classroom management, instructional strategies) and a new four-factor structure. The new four-factor structure recognizes two new factors of an instructional nature, “Inclusive instructional strategies, learner-centered” and “Traditional instructional strategies, teacher-centered.” The first one recalls beliefs about capabilities to use strategies and assessments focused on students' needs (inclusive perspective); the second one refers to the dimension of the disciplinary master.

Originality/value

According to the idea that teachers' self-efficacy is a multidimensional construct, the findings of this study invite to reflect upon the meanings of scale application in different cultural contexts and open a discussion about instructional strategies and the experience of teaching in Italy.

中文翻译：

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意大利语版教师效能感量表的信效度

目的

本研究调查了由 Tschannen-Moran 和 Hoy (2001) 开发的意大利版教师自我效能感量表 (TSES) 的结构效度和信度，并对旨在探索影响教师自我的因素和变量的现有研究做出贡献。 - 效力水平。

设计/方法/方法

该乐器由 Cardarello等人翻译并改编成意大利语。(2017)，对 349 名具有相似人口特征（性别、年龄、资历）的在职二年级教师样本进行了测试。该研究分析了探索性因素分析后的数据。

发现

这项研究的结果证实了三因素模型的相关性，但开启了量表内项目的不同组织结构的可能性。事实上，结果证实了原来的 TSES 三因素结构（学生参与、课堂管理、教学策略）和新的四因素结构。新的四因素结构识别了两个具有教学性质的新因素，即“包容性教学策略，以学习者为中心”和“传统教学策略，以教师为中心”。第一个回顾关于使用专注于学生需求的策略和评估的能力的信念（包容性观点）；第二个是指学科大师的维度。

原创性/价值

根据教师自我效能是一个多维建构的观点，本研究的结果邀请反思规模应用在不同文化背景下的意义，并就意大利的教学策略和教学经验展开讨论。