An Evaluation of the Psychometric Properties of the Long and Short Forms of the Teacher Sense of Efficacy Scale in Vietnamese

Abstract

Assessing teacher self-efficacy is crucial for understanding its impact on teaching effectiveness. However, reliable and valid measurements used to evaluate teacher self-efficacy remain limited in Vietnam. This study conducted a comprehensive evaluation of the psychometric properties of both the short and long versions of the Teacher Sense of Efficacy Scale (TSES) to address this gap. A total of 806 (Mage = 19.7, SD = 1.38; 83.5% females) student teachers participated in the study. Results suggested strong internal consistency and stability for both versions of the TSES. Additionally, both versions showed adequate convergent, divergent, and criterion validity. Overall, the findings support the use of both the long and short versions of the TSES for assessing teacher self-efficacy, including general teacher self-efficacy and specific dimensions such as teaching engagement, absorption and management in Vietnamese teachers. Limitations and future research directions were discussed.