Validez y confiabilidad de la escala de autoeficacia docente en profesores de nivel inicial

• Abstract
• Abstract

The analysis of teacher self-efficacy is key to understand and improve the performance of education professionals. This instrumental study analyzed the psychometric properties of the Teaching Self-Efficacy Scale in 350 initial level teachers of the UGEL-04 of Comas. The scale, developed by Prieto (2007), assesses four dimensions: planning (12 items), involvement (10 items), interaction (8 items) and evaluation (14 items). Factor analyses and internal consistency tests were applied, obtaining adequate validity and reliability coefficients: between 0.7155 and 0.8864 for frequency, and between 0.6312 and 0.7894 for ability. These results validate the suitability of the instrument to assess teaching self-efficacy, highlighting its potential in specific educational contexts. This study reinforces the need for reliable tools to analyze self-efficacy, contributing to the improvement of educational practices and teacher professional development

The analysis of teacher self-efficacy is key to understand and improve the performance of education professionals. This instrumental study analyzed the psychometric properties of the Teaching Self-Efficacy Scale in 350 initial level teachers of the UGEL-04 of Comas. The scale, developed by Prieto (2007), assesses four dimensions: planning (12 items), involvement (10 items), interaction (8 items) and evaluation (14 items). Factor analyses and internal consistency tests were applied, obtaining adequate validity and reliability coefficients: between 0.7155 and 0.8864 for frequency, and between 0.6312 and 0.7894 for ability. These results validate the suitability of the instrument to assess teaching self-efficacy, highlighting its potential in specific educational contexts. This study reinforces the need for reliable tools to analyze self-efficacy, contributing to the improvement of educational practices and teacher professional development