Özet:

The purpose of this study was to adapt the Teacher Self-Efficacy Scale Short Form developed by Tschannen-Moran and Woolfolk Hoy (2001) into Turkish and to examine its measurement invariance in terms of gender, subject (subject teacher- classroom teacher), and grade (primary-secondary and high school). The research was conducted with a group of 704 teachers employed in public schools in different provinces of Turkey. The data were analyzed using confirmatory factor analysis (CFA) and multiple group confirmatory factor analysis (MG-CFA). Reliability analyses were also conducted. The results of the confirmatory factor analysis indicated that the three-factor structure of the short version of the self-efficacy scale showed a good fit with the data obtained from the Turkish sample. The fit indices, including the Comparative Fit Index (CFI) and the Tucker-Lewis Index (TLI), indicated a good model fit [CFI = .962, TLI = .950]. The Root Mean Square Error of Approximation (RMSEA) indicated a reasonable error of fit [RMSEA = .067, with a 90% confidence interval of 0.057 to 0.076]. The Standardized Root Mean Residual (SRMR) was also within acceptable limits [SRMR = .032]. The standardized factor loadings of the items ranged from .647 to .818. The Cronbach alpha (α) coefficients ranged from .84 to .91, and the composite reliability coefficients (ω) ranged from .78 to .91. In terms of measurement invariance, it was found that the short form of the self-efficacy scale showed consistent performance across gender, subject, and grade levels. This means that the scale had configural, metric, and scalar invariance, indicating that it maintains its validity and reliability when applied to different gender groups, subjects taught, and grade levels. The results indicated that the short form of the Teacher Self-Efficacy Scale can be used as a valid and reliable measurement instrument.

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