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Adaptation of the Teacher Efficacy Scale to Measure Effective Teachers' Educational Practices Through Students'
María-José Lera1, José-M León-Pérez, Paula Ruiz-Zorrilla
1Universidad de Sevilla.
Background:
There is an increasing evidence of the role that teachers' educational practices have for students' school achievement and their well-being. 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 first-order 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.
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