Development and validation of a teacher efficacy scale in the Indonesian context
DOI:
https://doi.org/10.26905/jpt.v20i2.15597Keywords:
self efficacy, validation, teachers self efficacyAbstract
Teacher efficacy plays a crucial role in determining the quality of learning and the success of the educational process. However, measurement instruments that are relevant to the Indonesian cultural and educational context remain limited. This study aims to develop and validate a Teacher Efficacy Scale in Indonesia. The scale construction was based on Bandura’s (1997) self-efficacy theory, which consists of three dimensions—level, strength, and generality—and followed the standard procedures for psychological scale development, including theoretical identification, conceptualization, operationalization, construction, content validity testing, construct validity testing, reliability analysis, and finalization. Participants consisted of 102 public elementary school teachers in Padang, Indonesia, all of whom were civil servants. Confirmatory Factor Analysis (CFA) was conducted through nine stages of item selection based on loading factors, standardized residual covariances, and modification indices. The final CFA model retained seven valid items with loading factors above 0.50 and demonstrated a good model fit (X² = 19.210; p = 0.057; GFI = 0.952; AGFI = 0.878; CFI = 0.982; TLI = 0.966; RMSEA = 0.086). The findings indicate that the developed scale possesses strong validity and reliability and can be used to measure teacher efficacy among Indonesian elementary school teachers. Practically, this instrument may serve as a valuable tool for research, psychological assessment, and teacher development programs aimed at enhancing professional competence.
Downloads
References
Azwar, S. (2015). Reliabilitas dan validitas. Yogyakarta: Pustaka Pelajar.
Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self efficacy the exercise of control. New York: W.H Freeman and Company.
Bandura, A., Caprara, G., Barbaranelli, C., Gerbino, M., & Pastorelli, C. (2003). Role of affective self-regulatory efficacy on diverse spheres of psychosocial functioning. Child Development, 74, 769–782.
Caprara, G.V. (2002). Personality psychology: Filling the gap between basic processes and molar functioning. In Psychology at the turn of the millennium, Vol. 2: Social, developmental and clinical Perspectives. New York: Psychology Press and Taylor & Francis.
Caprara, G.V., & Gerbino, M. (2001). Autoefficacia emotiva percepita: La capacità di regolare l’affetività negative e di esprimere quella positive (Affective perceived efikasi diri: The perceived capacity to regulate negative affect and to express positive affect). In La valutazione dell’autoefficacia (Edizioni E, pp. 35–50). Trento, Italy.
Caprara, Gian Vittorio, Giunta, L. Di, Eisenberg, N., & Gerbino, M. (2008). Assessing Regulatory Emotional Self-Efficacy in Three Countries. Psychol Assess, 20(3), 227–237. https://doi.org/10.1037/1040-3590.20.3.227.Assessing
Caprara, G. V., Alessandri, G., Di Giunta, L., Panerai, L., & Eisenberg, N. (2009). The contribution of self eficacy beliefs to psychosocial outcomes in adolescence: Predicting beyond global dispositional tendencies. Personality and Individual Differences, 37, 751–763.
Carstensen, L. L., Gottman, J. M., & Levenson, R. W. (1995). Emotional behaviour in long term marriage. Psychology and Aging, 10(1), 140–149.
Chambers, S. M. (2003). The impact of length of students teaching on the self-efficacy and classroom orientation of pre-service teachers. Paper Presented at the Annual Meeting of the Southwest Educational Research Association. San Antonio: ERIC document reproduction service.
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology, 21, 193–218.
Feist, J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290–309.
Feist, J., & Feist, G. J. (2009). Theory of personality (7th ed.). McGraw-Hill.
Feist, J., & Feist, G. J. (2010). Teori Kepribadian. Jakarta: Salemba.
Goleman, D. (1995). Emotional intelligence. Jakarta: PT Gramedia Pustaka Utama.
Hair Jr, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (7th ed.). Pearson Prentice Hall.
Hair Jr, J. F., William, C., Babin, B. J., & Anderson, R. E. (2014a). A primer on partial least squares structural equation modelling (PLS-SEM). Sage Publication.
Hair Jr, J. F., William, C., Babin, B. J., & Anderson, R. E. (2014b). Multivariate Data Analysis Joseph F . Hair Jr . William C . Black Seventh Edition.
Lightsey, O. R., Maxwell, D. A., Nash, T. M., & McKinney, V. A. (2011). Self Control and Self Efficacy for Affect Regulation as moderators of the negative affect life satisfacation relationship. Journal of Cognitive Psychotherapy, 25(2), 142–154.
Matthews, G., Deary, I. J., & Whiteman, M. C. (2003). Personality traits. New York: Cambridge University Press.
Myers, D. G. (1996). Social Psychology. California: McGraw-Hill College.
Myers, M. J. (2012). Examining the relationship between mindfulness, religious coping strategies and emotion regulation. Dissertation: Liberty University.
Penrose, A., Perry, C., & Ball, I. (2007). Emotional intelligence and teacher self efficacy : the contribution of teacher status and length of experience. Issues in Educational Research, 17(1), 107–126.
Purna, R. S., & Prawitasari, J. E. (2019). Trait Relations: Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism with Teacher Emotion Regulation. International Journal of Humanities and Social Science, 9(3), 33–40. doi:10.30845/ijhss.v9n3p5
Purna, R. S., Prawitasari, J. E., & Hitipeuw, I. (2020). The Influences Of Trait Conscientiousness And Religiosity On The Teachers Emotion Regulation. 9 (01).
Stajkovic, A., & Lutthans, F. (2003). social cognitive theory and self-efficacy: Implications for motivation theory and practice. In R. M. Steers, L. W. Porter, & G. A. Bigley (Eds.), Motivation and Work Behavior (7th ed., pp. 126–140). New York: McGraw Hill.
Sutton, R. E., & Knight, C. C. (2006). Teachers’ emotion regulation. In A. V. Mitel (Ed.), Trends in Educational Psychology (pp. 107–136). Hauppauge, NY: Nova Publishers.
Sutton, R. E., & Wheatley, K. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327–358.
Sutton, R.E., & Harper, E. (2009). Teachers’ emotion regulation. In L. J. Saha & A. G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching (1st ed., pp. 389–401). New York, NY, USA: Springer.
Sutton, Rosemary E. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7(4), 379–398. https://doi.org/10.1007/s11218-004-4229-y
Totan, T. (2014). The Importance of Rural , Township , and Urban Life in the Interaction between Social and Emotional Learning and Social Behaviors. 14(1), 41–52. https://doi.org/10.12738/estp.2014.1.1941
Weasmer, J., & Woods, A. M. (1998). Facilitating success for new teachers. Principal, 78(2), 40–42.
Widiyanto, T. P. (2001). Tindakan guru atas perilaku emosional siswa di Sekolah Dasar Kanius. (Disertasi tidak Dipublikasikan). Program Pasca Sarjana, Universitas Negeri Malang.
Zuveg, C., & Zeman, J. (2004). Emotional regulation in children with anxiety disorder. Journal of Clinical Child ERTand Adolescent Psychology, 33, 750–75
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
