Philippine E-Journals

The purpose of this study is to revise the Teacher Sense of Efficacy Scale (TSES), developed by Tschannen-Moran and Woolfolk Hoy (2001) and to examine its factorial, predictive, convergent and discriminant validity, as well as its internal consistency reliability. One hundred nine primary and secondary school teachers in Singapore participated in this research. The revised scale consists of three factors: efficacy for instruction, efficacy for classroom management, and efficacy for motivation. The revised sub-scales showed good internal consistency reliability. The factor analysis results also indicated that the specific teacher efficacy beliefs could be further collapsed into one general factor. The convergent validity was good but the discriminant validity was weak. The appropriate use of TSES is also discussed.