Construction and validity evidence for the Self-Efficacy Scale for Brazilian university lecturers
DOI:
https://doi.org/10.18675/1981-8106.v34.n.67.s18236Keywords:
Self-efficacy. Higher education. Lecturers.Abstract
Self-efficacy has been studied due to its influences on teachers' ways of thinking and acting, as well as on students' learning,however, in the Brazilian Higher Education context, it has been little explored and the existing studies used instruments developed to measure the self-efficacy of Basic Education teachers. Considering that Higher Education activities are multiple and diverse from Basic Education, this is inadequate. In this paper, the aim was to review the main measuring instruments used to investigate lecturers self-efficacy beliefs on the international literature and to present a new instrument developed by the authors, the Brazilian Lecturer Self-Efficacy Scale, made up of 30 items and four dimensions: teaching, research, extension and university management. The results of the exploratory (n=854) and confirmatory (n=855) factor analysis are presented, as well as its validity and reliability data. The results point to a reliable and adequate instrument for the Brazilian context, which enables its use in future studies.
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