Abstract

Teachers’ social self-efficacy is an important construct that has not been examined adequately in education yet. Developing a comprehensive understanding of teachers’ social self-efficacy requires measuring these beliefs in the social domain of teachers’ functioning. This study developed the Teachers’ Social Self-Efficacy Scale (TSSES) scale and investigated its psychometric properties in a total sample of 650 preschool teachers from Greece. Results from factor analysis revealed a bi-factor model underlying a global TSSE factor and five specific factors. Evidence of validity was obtained with the TSSES prediction on the closeness and conflict dimensions of teacher–student relationship quality. Findings showed that the TSSES can be considered as a valid and reliable instrument. Implications and directions for further research are discussed.

摘要

教师的社会自我效能感是一个重要的结构，但尚未在教育中得到充分检验。全面了解教师的社会自我效能需要在教师职能的社会领域中衡量这些信念。本研究开发了教师社会自我效能感量表 (TSSES) 量表，并在来自希腊的 650 名学前教师的总样本中调查了其心理测量特性。因子分析的结果揭示了一个基于全局 TSSE 因子和五个特定因子的双因子模型。通过 TSSES 预测师生关系质量的亲密度和冲突维度，获得了有效性的证据。调查结果表明，TSSES 可以被视为有效且可靠的工具。讨论了进一步研究的意义和方向。