Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration (2024)

Zee, M., Koomen, H. M. Y., Jellesma, F. C., Geerlings, J., & de Jong, P. F. (2016). Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration. Journal of School Psychology, 55, 39-56. https://doi.org/10.1016/j.jsp.2015.12.003

Zee, Marjolein ; Koomen, Helma M Y ; Jellesma, Francine C. et al. / Inter- and intra-individual differences in teachers' self-efficacy : A multilevel factor exploration. In: Journal of School Psychology. 2016 ; Vol. 55. pp. 39-56.

@article{9f8fd88db5564e04abe9506d3764de95,

title = "Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration",

abstract = "This study explored inter- and intra-individual differences in teachers' self-efficacy (TSE) by adapting Tschannen-Moran and Woolfolk Hoy's (2001) Teachers' Sense of Efficacy Scale (TSES) to the domain- and student-specific level. Multilevel structural equation modeling was used to evaluate the factor structure underlying this adapted instrument, and to test for violations of measurement invariance over clusters. Results from 841 third- to sixth-grade students and their 107 teachers supported the existence of one higher-order factor (Overall TSE) and four lower-order factors (Instructional Strategies, Behavior Management, Student Engagement, and Emotional Support) at both the between- and within-teacher level. In this factor model, intra-individual differences in TSE were generally larger than inter-individual differences. Additionally, the presence of cluster bias in 18 of 24 items suggested that the unique domains of student-specific TSE at the between-teacher level cannot merely be perceived as the within-teacher level factors' aggregates. These findings underscore the importance of further investigating TSE in relation to teacher, student, and classroom characteristics.",

keywords = "Cluster bias, Intra-individual differences, Multilevel confirmatory factor analysis, Teacher self-efficacy, Upper elementary school",

author = "Marjolein Zee and Koomen, {Helma M Y} and Jellesma, {Francine C.} and Jolien Geerlings and {de Jong}, {Peter F.}",

year = "2016",

month = apr,

day = "1",

doi = "10.1016/j.jsp.2015.12.003",

language = "English",

volume = "55",

pages = "39--56",

journal = "Journal of School Psychology",

issn = "0022-4405",

publisher = "Elsevier BV",

}

Zee, M, Koomen, HMY, Jellesma, FC, Geerlings, J & de Jong, PF 2016, 'Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration', Journal of School Psychology, vol. 55, pp. 39-56. https://doi.org/10.1016/j.jsp.2015.12.003

Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration. / Zee, Marjolein; Koomen, Helma M Y; Jellesma, Francine C. et al.
In: Journal of School Psychology, Vol. 55, 01.04.2016, p. 39-56.

Research output: Contribution to journal › Article › Academic › peer-review

TY - JOUR

T1 - Inter- and intra-individual differences in teachers' self-efficacy

T2 - A multilevel factor exploration

AU - Zee, Marjolein

AU - Koomen, Helma M Y

AU - Jellesma, Francine C.

AU - Geerlings, Jolien

AU - de Jong, Peter F.

PY - 2016/4/1

Y1 - 2016/4/1

N2 - This study explored inter- and intra-individual differences in teachers' self-efficacy (TSE) by adapting Tschannen-Moran and Woolfolk Hoy's (2001) Teachers' Sense of Efficacy Scale (TSES) to the domain- and student-specific level. Multilevel structural equation modeling was used to evaluate the factor structure underlying this adapted instrument, and to test for violations of measurement invariance over clusters. Results from 841 third- to sixth-grade students and their 107 teachers supported the existence of one higher-order factor (Overall TSE) and four lower-order factors (Instructional Strategies, Behavior Management, Student Engagement, and Emotional Support) at both the between- and within-teacher level. In this factor model, intra-individual differences in TSE were generally larger than inter-individual differences. Additionally, the presence of cluster bias in 18 of 24 items suggested that the unique domains of student-specific TSE at the between-teacher level cannot merely be perceived as the within-teacher level factors' aggregates. These findings underscore the importance of further investigating TSE in relation to teacher, student, and classroom characteristics.

AB - This study explored inter- and intra-individual differences in teachers' self-efficacy (TSE) by adapting Tschannen-Moran and Woolfolk Hoy's (2001) Teachers' Sense of Efficacy Scale (TSES) to the domain- and student-specific level. Multilevel structural equation modeling was used to evaluate the factor structure underlying this adapted instrument, and to test for violations of measurement invariance over clusters. Results from 841 third- to sixth-grade students and their 107 teachers supported the existence of one higher-order factor (Overall TSE) and four lower-order factors (Instructional Strategies, Behavior Management, Student Engagement, and Emotional Support) at both the between- and within-teacher level. In this factor model, intra-individual differences in TSE were generally larger than inter-individual differences. Additionally, the presence of cluster bias in 18 of 24 items suggested that the unique domains of student-specific TSE at the between-teacher level cannot merely be perceived as the within-teacher level factors' aggregates. These findings underscore the importance of further investigating TSE in relation to teacher, student, and classroom characteristics.

KW - Cluster bias

KW - Intra-individual differences

KW - Multilevel confirmatory factor analysis

KW - Teacher self-efficacy

KW - Upper elementary school

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DO - 10.1016/j.jsp.2015.12.003

M3 - Article

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SN - 0022-4405

VL - 55

SP - 39

EP - 56

JO - Journal of School Psychology

JF - Journal of School Psychology

ER -

Zee M, Koomen HMY, Jellesma FC, Geerlings J, de Jong PF. Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration. Journal of School Psychology. 2016 Apr 1;55:39-56. doi: 10.1016/j.jsp.2015.12.003