Factorial Validity and Reliability of Teacher's Self-Efficacy among Omani Teachers: Invariance across Gender

Abstract

The aim of this study was to examine the factor structure of the Teachers Sense of Self-efficacy Scale. Three factors are assumed to represent the self-efficacy: student engagement, effective strategies and classroom management. Testing the reliability of each construct is another aim of this study. To achieve the aims of the study, a stratified random sample (N = 2446) of Omani teachers was drawn. The Teachers' Sense of Efficacy Scale was administered to teachers in their schools. The scale has 24 items with 8 items for each of the three subscales. Exploratory factor analysis was performed on half of the sample and produced three factors. Confirmatory factor analysis was performed on the other half. The model fit to data was good. Invariance of structure was tested across gender. The parameters of the model were invariant across gender. Consequently, the two genders were compared via multivariate analysis of variance (MANOVA) with gender as independent variable and the three subscales as dependent variables. Female teachers were more efficacious than male teachers in engaging students and teaching strategies; while male teachers were more efficacious than female teachers in classroom management. The study concluded that the scale can be validly used for assessment and research purposes.