The Teachers' Sense of Efficacy Scale: Confirming the factor structure with beginning pre-service teachers

This study examined the factor structure of the Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) using the scores of pre-service teachers at the beginning stage of teacher development to gather internal structure score validity evidence. Two plausible rival models derived from prior research were tested using CFA. Results showed good fit for both models; however, high inter-factor correlations indicate strong support for the unidimensional model. Findings suggest that pre-service teachers who lack pedagogical knowledge and teaching experience do not differentiate between the different aspects of teaching measured by the TSES. Questions for future research are raised.

► CFA of TSES with scores from pre-service teachers at the beginning of teacher preparation.
► Tested 1-factor and 3-factor models.
► Both models supported by fit indices; however, inter-factor correlations exceeded 0.8 indicating factors are not distinct.
► Teacher efficacy for beginning pre-service teachers measured with TSES is unidimensional, not multidimensional.
► Use TSES total score with pre-service teachers who are at the beginning stage of teacher development.