Measurement of Teacher Sense of Efficacy: A Study with Myanmar In-service Teachers

Abstract

For the purpose of measuring in-service teachers’ self-efficacy, the Teacher Sense of Efficacy Scale (TSES) short form, developed by Tschannen-Moran and Woolfork Hoy (2001), was revised and validated. The sample consisted of 101 in-service teachers from three different levels: public high school, education college and university. Data were analyzed by using SPSS to compute reliability and other psychometric properties, as well as AMOS to validate the measurement model. The results indicated that the TSES short form is reliable and valid to assess self-efficacy of Myanmar In-service teachers. All the subscales had satisfactory reliability. In addition, ANOVA results indicated that there were significant differences in efficacy for classroom management between high school teacher and university teacher. In terms of qualification, professional degree holders (i.e. B.Ed. and M.Ed.) were more efficacious than academic degree holders (i.e. M.A. or M.Sc.).

Keywords: scale; self-efficacy; in-service teacher; Myanmar