Adaptación y validación del cuestionario sentimiento de autoeficacia en una muestra de profesores chilenos
Publicado
sep 20, 2016
Almetrics
Dimensions
Google Scholar
##plugins.themes.bootstrap3.article.details##
Resumen
Este trabajo tiene el propósito de exponer el proceso de adaptación y validación del cuestionario Teacher Self-Efficacy Scale (Tschannen-Moran y Woolfolk, 2001) en una muestra de 544 profesores chilenos. Para ello, se utilizó el procedimiento de traducción inversa. Por su parte, para la validez de constructo se aplicó, en primer lugar, la técnica estadística de análisis factorial exploratorio, la cual arrojó un factor más para la versión de tres factores del instrumento original. En segundo lugar, se realizó un análisis factorial confirmatorio que corroboró la solución de cuatro dimensiones con adecuados índices de ajuste. Finalmente, se analizó la consistencia interna a través del coeficiente de Alpha de Cronbach, evidenciando índices satisfactorios tanto en cada uno de los factores como en la totalidad del instrumento. Todos estos hallazgos permiten afirmar que la versión adaptada del cuestionario es válida, fiable y explicativa de la Teoría de Autoeficacia para la realidad de los docentes chilenos.
Keywords
self-efficacy, adaptation, validation, education, teachersAutoeficacia, Profesores, Validación
References
Araya, C., Taut, S., Santelices, V., & Manzi, J. (2011). Validez consecuencial del programa de asignación de excelencia pedagógica en Chile. Estudios Pedagógicos, 37(2), 25-42.
Ávalos, B., Cavada, P., Pardo, M., & Sotomayor, C. (2010). La profesión docente: temas y discusiones en la literatura internacional. Estudios Pedagógicos, 36(1), 235-263.
Ávalos, B., & Sotomayor, C. (2012). Cómo ven su identidad los docentes chilenos. Perspectiva Educacional, 51(1), 77-95.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1987). Pensamiento y acción. Fundamentos Sociales. Barcelona: Martínez Roca.
Bandura, A. (1999). Ejercicio de la eficacia personal y colectiva en sociedades cambiantes. En A. Bandura (Ed.), Autoeficacia. Cómo afrontamos los cambios de la sociedad actual (pp.19-54). Bilbao: Descleé De Brouwer.
Browers, A., & Tomic, W. (2003). A test of the factorial validity of teacher efficacy scale. Research in Education, 69, 67-79.
Bueno, J. A. (2004). La motivación del alumno en el aula. Madrid: ICCE
Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications and programming. Mahwah, NJ: Erlbaum.
Croasmun, J. T., & Ostrom, L. (2011). Using Likert-type in the social sciences. Journal of Adult Education, 4(1), 19-22.
Cronbach, L. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334.
Chan, D. (2008). Dimensions of teacher self-efficacy among Chinese secondary school teachers in Hong Kong. Educational Psychology, 28(2), 181-194.
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: development and use of the TEBS-Self. Teaching and Teacher Education, 24(2), 751-766.
Friedman, I., & Kass, E. (2002). Teacher self-efficacy: a classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675-686.
Forsyth, A. D., & Carey, M. P. (1998). Measuring selfefficacy in the context of HIV risk reduction: research challenges and recommendations. Health Psychology, 17(6), 559-568.
Garrido, E. (2000). Autoeficacia en el mundo laboral. Apuntes de Psicología, 18(1), 19-38.
Guerra, P. (2008). Creencias epistemológicas y de eficacia docente de profesores que postulan al programa de acreditación de excelencia pedagógica y su relación con las prácticas de aula. Tesis de Maestría. Santiago de Chile: Pontificia Universidad Católica de Chile. Recuperado de http://uc-cl. academia.edu/paulaguerra/Books/700783/Creencias_epistemologicas_y_de_eficacia_docente_de_ profesores_que_postulan_al_programa_de_acreditacion_de_excelencia_pedagogica_y_su_relacion_con_las_practicas_de_aula._Tesis_de_Magister_en_Psicologia_Educacional_Pontificia_ Universidad_Catolica_de_Chilee
Henson, R. K. (2001, enero). Teacher self-efficacy: substantive implications and measurement dilemmas. Comunicación presentada at the Annual Meeting of the Educational Research Exchange, Texas.
Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393-416.
Hernández, R., Fernández, C., & Baptista, P. (2010). Fundamentos de metodología de la investigación (2ª. ed.). Madrid: McGraw-Hill.
Ho, I., & Hau, K. (2004). Australian and Chinese teacher efficacy: similarities and differences in personal instruction, discipline, guidance efficacy and beliefs in external determinants. Teaching and Teacher Education, 20(3), 313-323.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
Johar, E., & Badrasawi, K. (2009, June). The construct validation of teachers’ efficacy scale in the Malaysian context. Paper presented at the 6th International Postgraduate Research Colloquium, Bangkok, Thailand. Recuperado de http://bsris.swu.ac.th/ iprc/6th/9.pdf
Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8: User’s reference guide. Chicago, IL: Scientific Software International.
Klassen, R. M., Bong, M., Usher, E. L., Chong, W., Huan, V. S., Wong, I., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67–76.
Malinen, O. P., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526-534.
Martínez, R., Moreno, R., & Muñiz, J. (2005). Construcción de los ítems. En J. Muñiz, A. Fidalgo, E. García Cueto, R. Martínez y R. Moreno (Eds.), Cuadernos de Estadística 30. Análisis de los ítems (pp. 9-52). Madrid: La Muralla.
Maurer, T. J. & Pierce, H. R. (1998). A comparison of Likert scale and traditional measures of self-efficacy. Journal of Applied Psychology, 83(2), 324-329.
Pajares, F. (2006). Self-efficacy during childhood and adolescence. In F. Pajares y T. Urdan, (Eds.), Adolescence and education. Self-efficacy beliefs of adolescents, Vol. 5, (pp. 339-367). Greenwich, CT: Information Age Publishing.
Pas, E. T., Bradshaw, C. P., & Hershfeldt, P. A. (2012). Teacher and school-level predictors of teacher efficacy and burnout: identifying potential areas for support. Journal of School Psychology, 50(1), 129-145.
Prieto, L. (2007). Autoeficacia del profesor universitario. Eficacia percibida y práctica docente. Madrid: Narcea.
Prieto, G. & Delgado, A. (2010) Fiabilidad y validez. Papeles del Psicólogo, 31(1), 67-74.
Poulou, M. (2007). Personal teaching efficacy and its sources: student teacher’s perceptions. Educational Psychology, 27(2), 191-218.
Robert, J.K., & Henson, R.K. (2001, April). A confirmatory factor analysis of a new measure of teacher efficacy: Ohio State Teacher Efficacy Scale. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: results of randomized field trial. Journal of Educational Research, 101(1), 50-60.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1-28.
Sari, H., Çeliköz, N., & Seçer, Z. (2009). An analysis of pre-school teachers’ and student teachers’ attitudes to inclusion and their self-efficacy. International Journal of Special Education, 24(3), 29-44.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research online, 8, 23-74.
Skaalvik, E. M. & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625.
Solís, M., Núñez, C., Contreras, I., Rittershaussen, S., Montecinos, C., & Walker, H. (2011). Condiciones de la formación práctica de los futuros profesores. Estudios Pedagógicos, 37(1), 127-147.
Tagle, T., del Valle, R., & Flores, L. (2012). Las creencias de autoeficacia percibida de estudiantes de pregrado de pedagogía en inglés. Revista Iberoamericana de Educación, 58(4), 1-12. Recuperado de http://www.rieoei.org/rie_contenedor.php?numero=4667&titulo=Las%20 creencias%2de%20autoeficacia%20percibida%20 de%20estudiantes%20de%20pregrado%20de%20 pedagog%EDa%20en%20ingl%E9s
Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: potential sources at play. Teaching and Teacher Education, 27(4), 751-761.
Tschannen-Moran, M., & Woolfolk, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
Tsigilis, N., Koustelios, A., & Grammatikopoulos, V. (2010). Psychometric properties of the Teachers’ Sense of Efficacy Scale within the Greek educational context. Journal of Psychoeducational Assessment, 28(2), 153-162.
Wolters, C. A., & Daugherty, S. G. (2007). Goal Structures and Teachers’ Sense of Efficacy: Their Relation and Association to Teaching Experience and Academic Level. Journal of Educational Psychology, 99(1), 181-193.
Ávalos, B., Cavada, P., Pardo, M., & Sotomayor, C. (2010). La profesión docente: temas y discusiones en la literatura internacional. Estudios Pedagógicos, 36(1), 235-263.
Ávalos, B., & Sotomayor, C. (2012). Cómo ven su identidad los docentes chilenos. Perspectiva Educacional, 51(1), 77-95.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1987). Pensamiento y acción. Fundamentos Sociales. Barcelona: Martínez Roca.
Bandura, A. (1999). Ejercicio de la eficacia personal y colectiva en sociedades cambiantes. En A. Bandura (Ed.), Autoeficacia. Cómo afrontamos los cambios de la sociedad actual (pp.19-54). Bilbao: Descleé De Brouwer.
Browers, A., & Tomic, W. (2003). A test of the factorial validity of teacher efficacy scale. Research in Education, 69, 67-79.
Bueno, J. A. (2004). La motivación del alumno en el aula. Madrid: ICCE
Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications and programming. Mahwah, NJ: Erlbaum.
Croasmun, J. T., & Ostrom, L. (2011). Using Likert-type in the social sciences. Journal of Adult Education, 4(1), 19-22.
Cronbach, L. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334.
Chan, D. (2008). Dimensions of teacher self-efficacy among Chinese secondary school teachers in Hong Kong. Educational Psychology, 28(2), 181-194.
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: development and use of the TEBS-Self. Teaching and Teacher Education, 24(2), 751-766.
Friedman, I., & Kass, E. (2002). Teacher self-efficacy: a classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675-686.
Forsyth, A. D., & Carey, M. P. (1998). Measuring selfefficacy in the context of HIV risk reduction: research challenges and recommendations. Health Psychology, 17(6), 559-568.
Garrido, E. (2000). Autoeficacia en el mundo laboral. Apuntes de Psicología, 18(1), 19-38.
Guerra, P. (2008). Creencias epistemológicas y de eficacia docente de profesores que postulan al programa de acreditación de excelencia pedagógica y su relación con las prácticas de aula. Tesis de Maestría. Santiago de Chile: Pontificia Universidad Católica de Chile. Recuperado de http://uc-cl. academia.edu/paulaguerra/Books/700783/Creencias_epistemologicas_y_de_eficacia_docente_de_ profesores_que_postulan_al_programa_de_acreditacion_de_excelencia_pedagogica_y_su_relacion_con_las_practicas_de_aula._Tesis_de_Magister_en_Psicologia_Educacional_Pontificia_ Universidad_Catolica_de_Chilee
Henson, R. K. (2001, enero). Teacher self-efficacy: substantive implications and measurement dilemmas. Comunicación presentada at the Annual Meeting of the Educational Research Exchange, Texas.
Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393-416.
Hernández, R., Fernández, C., & Baptista, P. (2010). Fundamentos de metodología de la investigación (2ª. ed.). Madrid: McGraw-Hill.
Ho, I., & Hau, K. (2004). Australian and Chinese teacher efficacy: similarities and differences in personal instruction, discipline, guidance efficacy and beliefs in external determinants. Teaching and Teacher Education, 20(3), 313-323.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
Johar, E., & Badrasawi, K. (2009, June). The construct validation of teachers’ efficacy scale in the Malaysian context. Paper presented at the 6th International Postgraduate Research Colloquium, Bangkok, Thailand. Recuperado de http://bsris.swu.ac.th/ iprc/6th/9.pdf
Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8: User’s reference guide. Chicago, IL: Scientific Software International.
Klassen, R. M., Bong, M., Usher, E. L., Chong, W., Huan, V. S., Wong, I., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67–76.
Malinen, O. P., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526-534.
Martínez, R., Moreno, R., & Muñiz, J. (2005). Construcción de los ítems. En J. Muñiz, A. Fidalgo, E. García Cueto, R. Martínez y R. Moreno (Eds.), Cuadernos de Estadística 30. Análisis de los ítems (pp. 9-52). Madrid: La Muralla.
Maurer, T. J. & Pierce, H. R. (1998). A comparison of Likert scale and traditional measures of self-efficacy. Journal of Applied Psychology, 83(2), 324-329.
Pajares, F. (2006). Self-efficacy during childhood and adolescence. In F. Pajares y T. Urdan, (Eds.), Adolescence and education. Self-efficacy beliefs of adolescents, Vol. 5, (pp. 339-367). Greenwich, CT: Information Age Publishing.
Pas, E. T., Bradshaw, C. P., & Hershfeldt, P. A. (2012). Teacher and school-level predictors of teacher efficacy and burnout: identifying potential areas for support. Journal of School Psychology, 50(1), 129-145.
Prieto, L. (2007). Autoeficacia del profesor universitario. Eficacia percibida y práctica docente. Madrid: Narcea.
Prieto, G. & Delgado, A. (2010) Fiabilidad y validez. Papeles del Psicólogo, 31(1), 67-74.
Poulou, M. (2007). Personal teaching efficacy and its sources: student teacher’s perceptions. Educational Psychology, 27(2), 191-218.
Robert, J.K., & Henson, R.K. (2001, April). A confirmatory factor analysis of a new measure of teacher efficacy: Ohio State Teacher Efficacy Scale. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: results of randomized field trial. Journal of Educational Research, 101(1), 50-60.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1-28.
Sari, H., Çeliköz, N., & Seçer, Z. (2009). An analysis of pre-school teachers’ and student teachers’ attitudes to inclusion and their self-efficacy. International Journal of Special Education, 24(3), 29-44.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research online, 8, 23-74.
Skaalvik, E. M. & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625.
Solís, M., Núñez, C., Contreras, I., Rittershaussen, S., Montecinos, C., & Walker, H. (2011). Condiciones de la formación práctica de los futuros profesores. Estudios Pedagógicos, 37(1), 127-147.
Tagle, T., del Valle, R., & Flores, L. (2012). Las creencias de autoeficacia percibida de estudiantes de pregrado de pedagogía en inglés. Revista Iberoamericana de Educación, 58(4), 1-12. Recuperado de http://www.rieoei.org/rie_contenedor.php?numero=4667&titulo=Las%20 creencias%2de%20autoeficacia%20percibida%20 de%20estudiantes%20de%20pregrado%20de%20 pedagog%EDa%20en%20ingl%E9s
Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: potential sources at play. Teaching and Teacher Education, 27(4), 751-761.
Tschannen-Moran, M., & Woolfolk, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
Tsigilis, N., Koustelios, A., & Grammatikopoulos, V. (2010). Psychometric properties of the Teachers’ Sense of Efficacy Scale within the Greek educational context. Journal of Psychoeducational Assessment, 28(2), 153-162.
Wolters, C. A., & Daugherty, S. G. (2007). Goal Structures and Teachers’ Sense of Efficacy: Their Relation and Association to Teaching Experience and Academic Level. Journal of Educational Psychology, 99(1), 181-193.
Cómo citar
Covarrubias Apablaza, C. G., & Mendoza Lira, M. C. (2016). Adaptación y validación del cuestionario sentimiento de autoeficacia en una muestra de profesores chilenos. Universitas Psychologica, 15(2), 97–108. https://doi.org/10.11144/Javeriana.upsy15-2.avcs
Número
Sección
Artículos