AUTOEFICACIA DOCENTE Y TSES: REVISIÓN SISTEMÁTICA INTERNACIONAL
DOI:
https://doi.org/10.18623/rvd.v22.n5.3639Palabras clave:
Autoeficacia Docente, Estudios Transculturales, OSTES/TSES, Psicometría, Revisión SistemáticaResumen
Esta revisión sistemática tuvo como objetivo analizar la evidencia empírica sobre la aplicación de la Ohio State Teacher Efficacy Scale (OSTES), también conocida como Teacher Sense of Efficacy Scale (TSES), en la medición de la autoeficacia docente en distintas etapas educativas. Siguiendo las directrices PRISMA 2020, se realizaron búsquedas en las bases de datos Web of Science, Scopus, ERIC, PsycINFO, Dialnet y SciELO, considerando publicaciones en inglés y español que aplicaran la OSTES/TSES y reportaran propiedades psicométricas. Tras la identificación de 330 registros y la aplicación de los criterios de inclusión y exclusión, se seleccionaron 20 estudios (15 en inglés y 5 en español). Los resultados muestran que la mayoría de los trabajos confirman la estructura trifactorial original del instrumento, con coeficientes de fiabilidad interna α=.80–.93, así como evidencia de validez convergente y consistencia transcultural. No obstante, en contextos hispanohablantes, como España, México o Chile, surgieron variantes factoriales asociadas a particularidades culturales. También, se identificó cierta heterogeneidad metodológica, con predominio de diseños transversales y escasez de estudios longitudinales. En conjunto, los hallazgos confirman que la solidez psicométrica y la adaptabilidad intercultural de la OSTES/TSES, aunque persisten limitaciones relacionadas con la diversidad metodológica y la escasa producción en lengua española.
Citas
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bueno-Álvarez, J.-A., Martín-Martín, M., Navarro-Asencio, E., & Asensio-Muñoz, I. (2023). Evidence for the validity of the Teachers’ Sense of Self-Efficacy Scale in a Spanish sample. Anales de Psicología, 39(2), 252–264. https://doi.org/10.6018/analesps.522321
Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of the Teachers’ Sense of Efficacy Scale. Education and Science, 30(137), 74–81. https://doi.org/10.15390/ES.2005.668
Cocca, M., & Cocca, A. (2022). Testing a four-factor model for the Teachers’ Sense of Efficacy Scale: An updated perspective on teachers’ perceived classroom efficacy. Psicología Educativa, 28(1), 39-46. https://doi.org/10.5093/psed2021a3
Covarrubias-Apablaza, C., & Mendoza-Lira, M. (2016). Adaptación y validación del cuestionario Sentimiento de Autoeficacia en una muestra de profesores chilenos. Revista Electrónica de Investigación Educativa, 18(1), 120–134. https://doi.org/10.11144/Javeriana.upsy15-2.avcs
De la Torre Cruz, M. J., & Casanova Arias, P. F. (2006). Expectativas de eficacia de profesores en ejercicio y aspirantes a docentes: Adaptación española de la Teachers’ Sense of Efficacy Scale (TSES). International Journal of Developmental and Educational Psychology, 1(1), 79–87. Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia, Adolescencia y Mayores. http://www.redalyc.org/articulo.oa?id=349832311007
Gezer, T., Watson, A., Bjorklund-Young, A., & Passarella, A. (2023). Validity evidence for the Teacher Self-efficacy (TSE) Scale in a U.S. K-12 sample. In Proceedings of the International Conference on Education in Mathematics, Science and Technology (ICEMST 2023), pp. 212-225. https://files.eric.ed.gov/fulltext/ED655682.pdf
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582. https://doi.org/10.1037/0022-0663.76.4.569
Gilar-Corbi, R., Perez-Soto, N., Izquierdo, A., Castejón, J.-L. & Pozo-Rico, T. (2024). Emotional factors and self-efficacy in the psychological well-being of trainee teachers. Frontiers in Psychology, 15: 1434250. https://doi.org/10.3389/fpsyg.2024.1434250
Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers’ self-efficacy, classroom quality, and children’s language and literacy gains. Teaching and Teacher Education, 26(4), 1094–1103. https://doi.org/10.1016/j.tate.2009.11.005
Heneman, H. G. III, Kimball, S., & Milanowski, A. T. (2006). The Teacher Sense of Efficacy Scale: Validation evidence and behavioral prediction. (WCER Working Paper No. 2006-7). Wisconsin Center for Education Research, University of Wisconsin–Madison.
Hettinger, K., Lazarides, R., & Schiefele, U. (2024). Longitudinal relations between teacher self-efficacy and student motivation through matching characteristics of perceived teaching practice. European Journal of Psychology of Education, 39, 1299–1325. https://doi.org/10.1007/s10212-023-00744-y
Ho, V. T., Tran, V. D., & Nguyen, V. D. (2023). Examining the factor structure of the teachers’ sense of efficacy scale in the Vietnamese educational context. International Journal of Education and Practice, 11(1), 47–58.
Khairani, A. Z., & Makara, K. A. (2020). Examining the factor structure of the teachers’ sense of efficacy scale with Malaysian samples of in-service and pre-service teachers. Pertanika Journal of Social Science & Humanities, 28(1), 309–323. http://www.pertanika.upm.edu.my/Pertanika%20PAPERS/JSSH%20Vol.%2028%20(1)%20Mar.%202020/20%20JSSH-3035-2018.pdf
Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67–76. https://doi.org/10.1016/j.cedpsych.2008.08.001
Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001
Künsting, J., Neuber, V. & Lipowsky, F. (2016). Teacher self-efficacy as a long-term predictor of instructional quality in the classroom. European Journal of Psychology of Education 31, 299–322 (2016). https://doi.org/10.1007/s10212-015-0272-7
Maulana, H., Rangkuti, A. A., Sumintono, B., & Utami, L. D. (2020). Testing of the Indonesian Version of the Instrument “Teachers’ Sense of Efficacy Scale” Using Rasch Modelling. ANIMA Indonesian Psychological Journal, 35(2), 95–107. https://doi.org/10.24123/aipj.v35i2.2905
Mokkink, L. B., de Vet, H. C. W., Prinsen, C. A. C., Patrick, D. L., Alonso, J., Bouter, L. M., & Terwee, C. B. (2018). COSMIN Risk of Bias checklist for systematic reviews of patient‐reported outcome measures. Quality of Life Research, 27(5), 1171–1179. https://doi.org/10.1007/s11136-017-1765-4
Navarro, M. L. A., Mas, M. B., & Jiménez, A. M. L. (2013). Working conditions, burnout and stress symptoms in university professors: Validating a structural model of the mediating effect of perceived personal competence. The Spanish Journal of Psychology, 13(1), 284–296. https://doi.org/10.1017/S1138741600003863
Nie, Y., Lau, S., & Liau, A. K. (2012). The Teacher Efficacy Scale: A reliability and validity study in Singapore. Asia Pacific Journal of Education, 21(2), 414–421. https://hdl.handle.net/10497/14287
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pintus, A., Bertolini, C., Scipione, L., Antonietti, M. (2021). Validity and reliability of the Italian version of the Teachers' Sense of Efficacy Scale. International Journal of Educational Management, 35(6), 1166–1175. https://doi.org/10.1108/IJEM-08-2019-0279
Pfitzner-Eden, F. (2016). Why do I feel more confident? Bandura’s sources predict preservice teachers’ latent changes in teacher self-efficacy. Frontiers in Psychology, 7, 1486. https://doi.org/10.3389/fpsyg.2016.01486
Quansah, F., Agormedah, E. K., Ankomah, F., Srem-Sai, M., Nugba, R. M., Hagan Jr, J. E., & Schack, T. (2024). Revalidation of Teachers’ Sense of Efficacy Scale using Ghanaian in-service teachers: Multidimensional item response theory with factor analyses. Psychology in the Schools, 61(5), 1789-1807. https://doi.org/10.1002/pits.23137
Rahayu, E. D., & Wangid, M. N. (2021). Psychometric properties of the Indonesian version of the Teachers’ Sense of Efficacy Scale (TSES-24): Confirmatory factor analysis with primary teachers. Jurnal Penelitian dan Evaluasi Pendidikan, 25(2), 154–166. https://doi.org/10.17051/ilkonline.2021.01.47
Ruan, J., Nie, Y., Hong, J., Monobe, G., Zheng, G., Kambara, H., & You, S. (2015). Cross-cultural validation of Teachers’ Sense of Efficacy Scale in three Asian countries: Test of measurement invariance. Journal of Psychoeducational Assessment, 33(8), 769-779. https://doi.org/10.1177/0734282915574021
Salas-Rodríguez, F., Lara, S., & Martínez, M. (2021). Spanish version of the Teachers’ Sense of Efficacy Scale: An adaptation and validation study. Frontiers in Psychology, 12, 714145. https://doi.org/10.3389/fpsyg.2021.714145
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. https://doi.org/10.1037/0022-0663.99.3.611
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
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. https://doi.org/10.1177/0734282909342532
Tsui, K.-T., & Kennedy, K. J. (2009). Evaluating the Chinese version of the Teacher Sense of Efficacy Scale (C-TSE): Translation adequacy and factor structure. The Asia-Pacific Education Researcher, 18(2), 245-260. https://doi.org/10.3860/taper.v18i2.1326
Valls, M., Bonvin, P., & Benoit, V. (2020). Psychometric properties of the French versión of the Teachers’ Sense of Efficacy Scale (TSES-12f). European Review of Applied Psychology, 70(3), Article 100551. https://doi.org/10.1016/j.erap.2020.100551
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-Being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
I (we) submit this article which is original and unpublished, of my (our) own authorship, to the evaluation of the Veredas do Direito Journal, and agree that the related copyrights will become exclusive property of the Journal, being prohibited any partial or total copy in any other part or other printed or online communication vehicle dissociated from the Veredas do Direito Journal, without the necessary and prior authorization that should be requested in writing to Editor in Chief. I (we) also declare that there is no conflict of interest between the articles theme, the author (s) and enterprises, institutions or individuals.
I (we) recognize that the Veredas do Direito Journal is licensed under a CREATIVE COMMONS LICENSE.
Licença Creative Commons Attribution 3.0
