Resumo

GARCIA ALEJOS, Shirley Mireya. Validity and reliability of the teaching self-efficacy scale in early childhood teachers. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.36, pp.248-260.  Epub 21-Jan-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i36.915.

The analysis of teacher self-efficacy is key to understand and improve the performance of education professionals. This instrumental study analyzed the psychometric properties of the Teaching Self-Efficacy Scale in 350 initial level teachers of the UGEL-04 of Comas. The scale, developed by Prieto (2007), assesses four dimensions: planning (12 items), involvement (10 items), interaction (8 items) and evaluation (14 items). Factor analyses and internal consistency tests were applied, obtaining adequate validity and reliability coefficients: between 0.7155 and 0.8864 for frequency, and between 0.6312 and 0.7894 for ability. These results validate the suitability of the instrument to assess teaching self-efficacy, highlighting its potential in specific educational contexts. This study reinforces the need for reliable tools to analyze self-efficacy, contributing to the improvement of educational practices and teacher professional development.

Palavras-chave : Teacher self-efficacy; Initial education; Psychometric properties; Validity and reliability.

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