Psychology RootsBandura’s Teacher Self-Efficacy Scale
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About Bandura’s Teacher Self-Efficacy Scale
Scale Name
Bandura’s Teacher Self-Efficacy Scale
Author Details
Translation Availability
English
Background/Description
The Teacher Self-Efficacy Scale developed by Albert Bandura is a comprehensive self-report measure designed to assess teachers’ beliefs in their own capability to influence student engagement and learning outcomes. Grounded in social cognitive theory, particularly the construct of self-efficacy, the scale emphasizes how teachers’ perceived competence impacts their motivation, instructional behaviors, and resilience in the face of challenges.
Unlike earlier, narrower measures of teaching confidence, Bandura’s scale captures multidimensional aspects of teaching efficacy, including instructional strategies, classroom management, student engagement, decision-making, and use of technology. Bandura (1997) posited that self-efficacy is domain-specific; hence, the instrument reflects distinct yet interrelated domains of teaching performance.
The instrument uses a Likert-type response format, typically ranging from “Nothing” (1) to “A Great Deal” (9), where respondents indicate the degree of confidence in performing specific teaching tasks. The scale’s structure allows researchers and educators to identify areas of strength and improvement in teachers’ beliefs regarding their instructional competence.
Bandura’s Teacher Self-Efficacy Scale remains one of the most widely cited and utilized instruments in educational psychology, offering deep insights into teacher development, classroom behavior, and professional growth.
Administration, Scoring and Interpretation
- Obtain the Copy: Secure an authorized copy of the instrument from the original publication or university repository (e.g., Bandura, A. (1997). Guide for Constructing Self-Efficacy Scales).
- Explain the Purpose: Inform participants that the purpose of the assessment is to evaluate their personal sense of teaching efficacy in various domains such as classroom management, instructional strategies, and student motivation.
- Provide Instructions: Clarify that respondents should indicate how confident they are in performing each teaching task on a 9-point scale, where 1 = Nothing and 9 = A Great Deal. Emphasize honesty and confidentiality.
- Approximate Time: Administration typically takes 10–15 minutes.
- Administer the Scale: Distribute the questionnaire individually or electronically. Ensure a distraction-free environment and collect responses for scoring and interpretation.
Reliability and Validity
Bandura’s Teacher Self-Efficacy Scale has demonstrated high internal consistency across studies, with Cronbach’s alpha values ranging between 0.86 and 0.98 for different subscales (Pajares, 1996; Tschannen-Moran & Woolfolk Hoy, 2001).
Construct validity is supported by strong correlations with related measures, such as the Teachers’ Sense of Efficacy Scale (TSES) and dimensions of classroom management, instructional practices, and student achievement.
Factorial validity has been established through confirmatory factor analyses identifying multiple dimensions of efficacy corresponding to Bandura’s theoretical framework. Additionally, the scale demonstrates predictive validity, as higher teacher self-efficacy scores are linked to improved instructional effectiveness and positive student outcomes (Klassen & Tze, 2014).
Available Versions
Multiple-Items
Reference
Bandura, A. (1997). Self-efficacy: The exercise of control (Vol. 11). Freeman.
University of Ohio State. (2014). Bandura’s Instrument: Teacher Self-Efficacy Scale. Retrieved from https://cpb-us-w2.wpmucdn.com/u.osu.edu/dist/2/5604/files/2014/09/Bandura-Instr-1sdm5sg.pdf
Important Link
Scale File:
Frequently Asked Questions
Q1: What is the purpose of Bandura’s Teacher Self-Efficacy Scale?
It measures teachers’ beliefs in their own capabilities to influence student learning and classroom outcomes effectively.
Q2: How many items are included in the scale?
The full version includes 30–31 items covering various teaching domains such as classroom management, instructional strategies, and student engagement.
Q3: Who can use this instrument?
It is suitable for teachers, educators, researchers, and school administrators interested in evaluating teacher efficacy.
Q4: Is the scale free to use?
Yes, the scale is available for educational and research purposes, provided proper citation to Albert Bandura’s work.
Q5: How is the scale scored?
Scores are typically averaged across items or subscales, with higher values indicating stronger self-efficacy beliefs.
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