Escala de Autoeficacia Docente: análisis estructural e invarianza de medición en docentes peruanos de escuelas públicas

Abstract

The aim was to analyze the internal structure and measurement invariance of the Teacher’s Self-Efficacy Scale (TSES) in Peruvian teachers from public schools (n = 347; 64.3% females; Mage = 46.96 years old; SDage= 9.05 years old). The internal structure was analyzed with confirmatory factor analysis and exploratory structural equation modeling (ESEM). The measurement invariance analysis was based on multi-group factor analysis, and self-efficacy scores and reliability were estimated. Results show no evidence for the three-factor model, whereas the bifactor model is invariant, suggesting that the construct is one-dimensional in men (CFI = .983; RMSEA = .051; WRMR = .577) and women (CFI = .986; RMSEA = .041; WRMR = .620); also, the reliability indices were strong. We conclude that the TSES has appropriate psychometric properties.