Self-efficacy among university facultyHow to develop and adjusted scale

  1. Vera Perea, María
  2. Salanova Soria, Marisa
  3. Martín del Río, Beatriz
Journal:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Year of publication: 2011

Volume: 27

Issue: 3

Pages: 800-807

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Anales de psicología

Abstract

El objetivo de este estudio fue mostrar el procedimiento llevado a cabo para desarrollar una escala que midiese la autoeficacia específica en un dominio, por ejemplo, en el personal docente e investigador de la universidad, siguiendo las recomendaciones de la Teoría Social Cognitiva de Albert Bandura. La escala creada considera el triple perfil laboral de los profesores universitarios (docencia, investigación y gestión). Mediante el uso del análisis factorial confirmatorio en una muestra de 166 profesores universitarios, encontramos un ajuste superior en el modelo de tres factores que se corresponden con el triple perfil laboral. Además, hemos encontrado diferencias significativas en la autoeficacia para la investigación en el nivel de formación académica, a medida que el nivel de educación académica aumenta, la autoeficacia también lo hace. Por último, son discutidas las implicaciones teóricas y prácticas, las limitaciones del estudio y las futuras investigaciones.

Bibliographic References

  • Arbuckle, J. L. (1997). Amos Users' Guide version 4.0. Chicago, IL: Smallwaters Corporation.
  • Anderson, R., Greene, M., & Loewen, P. (1988). Relationships among teachers' and students thinking skills, sense of efficacy and student achievement. Alberta Journal of Educational Research, 34, 148-165.
  • Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., Pauly, E., & Zellman, G. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools. REPORT NO. R-2007-LAUSD. Santa Monica, CA: Rand (Eric Document reproduction service no: ED 130 243).
  • Bandura, A. (1997). Self-efficacy. The exercise of control. New York: Freeman.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales, in F. Pajares and T. Urdan (Eds.), Self-efficacy beliefs of adolescents (Vol. 5, pp. 307-337). Information Age. Greenwich.
  • Benz, C., Bradley, L., Alderman, L., & Flowers, M. (1992). Personal teaching efficacy: developmental relationships in education. Journal of Educational Research, 85, 274-286.
  • Brouwers, A., & Tomic, W. (2001). The factorial validity of scores on the teacher interpersonal self-efficacy scale. Educational and Psychological Measurement, 61, 433-445.
  • Brouwers, A., Evers, W., & Tomic, W. (2001). Self-efficacy in eliciting so-cial support and burnout among secondary-school teachers. Journal of Applied Social Psychology, 31, 1474-1491.
  • Buela-Casal, G. & Sierra, J. C. (2007). Criterios, indicadores y estándares para la acreditación de profesores titulares y catedráticos de Universi-dad [Criteria, indicators and standards for the accreditation of lectures and university professors]. Psicothema, 19(4), 537-551
  • Burton, J. P., Bamberry, N., & Harris-Boundy, J. (2005). Developing personal teaching efficacy in new teachers in university settings. Academy of management Learning & Education, 4, 160-173.
  • Chacón, S., Pérez-Gil, J. A., Holgado, F. P., & Lara, A. (2001). Evaluación de la calidad universitaria: validez de contenido [University quality assessment: content validity]. Psicothema, 13(2), 294-301.
  • Cifre, E., Llorens, S., & Salanova, M. (2003). Riesgos psicosociales en Profesores Universitarios. ¿Existen diferencias atendiendo a su categoría profesional? [Psychosocial risks among University Faculty: Do differences into professional category exists?]. Psicología Social Aplicada, 13, 29-54.
  • Coladarci, T., & Breton, W. (1997). Teacher efficacy, supervision, and the special education resource-room teacher. Journal of Educational Research, 90, 230-239.
  • Currie, J. (1996). The effects of globalisation on 1990s: Overworked, stressed out and desmoralised. Melbourne Studies in Education, 37, 101-128.
  • Gozalo, M., & León, B. (1999). La promoción de la autoeficacia en el do-cente universitario. [The promotion of self-efficacy in university teach-ing staff]. Revista Electrónica Interuniversitaria de Formación del Profesorado, 2, 79-90. Retrieved january 13, 2006, from http://www.uva.es/aufop/publica/revelfop/99-v2n1.html.
  • Henson, R. K. (2001). Understanding internal consistency reliability estimates: A conceptual primer on coefficient alpha. Measurement and Evaluation in Counseling and Development, 34, 177-189.
  • Hoy, W. K., & Woolfolk, A. (1990). Socialization of student teachers. American Educational Research Journal, 27, 279-300.
  • Hoy, W. K., & Woolfolk, A. E. (1993). Teacher's sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 356-372.
  • Hoyle, R. H. (1995). The structural equation modeling approach: Basic concepts and fundamental issues. In R.H. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 1-15). Thousand Oaks, CA: Sage.
  • Hu, L., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Jöreskog, K. G., & Sörbom, D. (1986). LISREL user guide version VI (4th ed.). Mooresville, IL: Scientific Software International.
  • 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, 67-76.
  • Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741-756.
  • Ley Orgánica de Universidades (LOU) [Organic Law on Universities], 21st December, BOE 307 [Congressional record] 24th December, 2001). Law 6/2001, Sec. 49400-49425. Retrieved November 12, 2005, from http://www.boe.es/boe/dias/2001/12/24/pdfs/A49400-49425.pdf
  • Morrison, A. A. (1996). University staff research time - what gets in the way? Different Approaches: Theory and Practice in Higher Education. HERDSA Annual International Conference, Perth, Western Australia, 8-12 July. Retrieved February 5, 2006, from http://www.herdsa.org.au/confs/1996/morrison.html.
  • Prieto, L. (2002). El análisis de las creencias de autoeficacia: Un avance hacia el desarrollo profesional del docente. [Self-efficacy analysis: to-wards the professional development of the teacher]. Miscelánea Comillas, 60, 591-612.
  • Prieto, L. (2005). Las creencias de autoeficacia docente del profesorado universitario [Efficacy beliefs among University Faculty]. Universidad Pontificia Comillas de Madrid: Tesis doctoral no publicada. Retrieved March 29, 2011, from http://www.des.emory.edu/mfp/PrietoInstrument.pdf
  • Prieto, L. (2008). Autoeficacia del profesor universitario. Eficacia percibida y práctica docente. Madrid: Narcea.
  • Raudenbush, S., Rowen, B., & Cheong, Y. (1992). Contextual effects on the self-efficacy of high school teachers. Sociology of Education, 65, 150-167.
  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80,1-28.
  • Schwarzer, R., Schmitz, G. S., & Daytner, G. T. (1999). The Teacher Self-Efficacy scale. [On-line publication]. Retrieved February 6, 2006, from http://www.fu-berlin.de/gesund/shaken/language-Selection/turkish/teacher-self-efficacy/teacher-self-efficacy.html.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
  • Tschannen-Moran, M., & Woolfolk, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teachers Education, 17, 783-805.
  • Vera, M., Salanova, M., & Martín del Río, B. (2010). University faculty and work-related well-being: the importance of the triple work profile. Electronic Journal of Research in Educational Psychology, 8, 581-602.
  • 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, 181-193.
Data source: Dialnet