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Adaptation of the Teacher Efficacy Scale to Measure Effective Teachers' Educational Practices Through Students' Ratings: A Multilevel Approach.
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- Author(s): Lera, María-José1 ; León-Pérez, José-M.1; Ruiz-Zorrilla, Paula2
- Source:
Psicothema. 2021, Vol. 33 Issue 3, p509-517. 9p. - Source:
- Additional Information
- Alternate Title: Escala de Autoeficacia del Profesorado según las Percepciones del Alumnado: Un Enfoque Multinivel.
- Subject Terms:
- Abstract: Background: There is an increasing evidence of the role that teachers' educational practices have for students' school achievement and their wellbeing. However, there is a lack of valid measures in Spanish to address effective educational practices based on students' perceptions. In response, this study aims to provide a valid, reliable scale for measuring educational practices in school settings: the Students' ratings of Teachers' Educational Practices Scale (STEPS). Methods: We analyzed the scale's internal consistency and reliability, factor solution and invariance, and criterion validity, by using a multilevel approach in a sample of 2,242 students nested in 104 classrooms from 22 Spanish schools. Results: Indicated that the scale exhibited good reliability according to the omega coefficient (within =.86 and between level =.98). The multilevel confirmatory factor analysis (MCFA) revealed a hierarchical factor solution: classroom management, instructional strategies, and students' engagement as firstorder factors, and a general second-order factor labeled as effective educational practices. The scale demonstrated configural invariance by teaching level, sex, and region. Effective educational practices were associated with student self-esteem at the individual level. Conclusions: This study offers a reliable, valid instrument, STEPS, for measuring effective educational practices. [ABSTRACT FROM AUTHOR]
- Abstract: Antecedentes: existen evidencias del papel que las prácticas educativas de los docentes tienen en el rendimiento escolar y el bienestar de los estudiantes. Sin embargo, faltan medidas válidas en español que permitan estudiar las prácticas educativas efectivas a partir de las percepciones de los estudiantes. Por ello, este estudio tiene como objetivo proporcionar una escala válida y fiable para medir las prácticas educativas eficaces en entornos escolares (STEPS). Método: analizamos, en una muestra de 2.242 estudiantes anidados en 104 aulas de 22 escuelas españolas, la consistencia y fiabilidad interna de la escala, la solución e invariancia de factores y la validez de criterio mediante el uso de un enfoque multinivel. Resultados: los resultados indicaron que la escala exhibió una buena fiabilidad de acuerdo con el coeficiente omega (intra = .86, e inter = .98); el análisis factorial confirmatorio multinivel (MCFA) reveló una estructura jerárquica: gestión del aula, estrategias de instrucción y participación de los estudiantes, como factores de primer orden; y un factor general de segundo orden etiquetado como prácticas educativas efectivas. Además, las prácticas educativas efectivas se asociaron con mejor autoestima de los estudiantes. Conclusiones: este estudio ofrece un instrumento fiable y válido, STEPS, para medir prácticas educativas efectivas. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Psicothema is the property of Colegio Oficial de Psicologos del Principado de Asturias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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