BRIEF RESEARCH REPORT article

Front. Educ.

Sec. Teacher Education

Volume 10 - 2025 | doi: 10.3389/feduc.2025.1487813

Normative Data of the Teacher Self-Efficacy Scale in Chilean Elementary School Teachers

Provisionally accepted
Sonia Salvo-GarridoSonia Salvo-Garrido1*Karina Polanco-LevicánKarina Polanco-Levicán2Sergio Dominguez-LaraSergio Dominguez-Lara3*José Luis Gálvez NietoJosé Luis Gálvez Nieto4
  • 1Departamento de Matemática y Estadística, Universidad de La Frontera, Temuco, Chile
  • 2Universidad de La Frontera, Programa de Doctorado en Ciencias Sociales, Temuco, Chile
  • 3Instituto de Investigación FCCTP, Universidad de San Martín de Porres, Lima, Peru
  • 4Departamento de Trabajo Social, Universidad de La Frontera, Temuco, Chile

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Self-efficacy is crucial to teaching performance; it enables teachers to establish positive relation-ships with students, cope with work challenges, and promote academic success. Assessing perceived selfefficacy is vital because it directly impacts daily pedagogical practices. This study sought to establish normative data for interpreting the Teachers' Sense of Efficacy Scale (TSES) scores among Chilean elementary school teachers. The sample included 1,426 first-to eighth-grade teachers, with an average age of 41.4 years (SD = 10.8), from public and subsidized private schools. No significant differences (d = .09) were found in self-efficacy scores between men (M = 98.8; SD = 15.1) and women (M = 97.4; SD = 15.7), so the full sample was analyzed. The reliability coefficient was excellent (α = .971). The average TSES score was 97.7 (SD = 15.6), exceeding the theoretical midpoint (Mtheoretical = 72). Most teachers were in the average range of the scale (T = 40-60). These normative data enable accurate interpretation of teacher self-efficacy, facilitating targeted interventions to improve teachers' wellbeing and professional effectiveness.

Keywords: self-efficacy, teachers, elementary school, normative data, Measurement

Received: 15 Jan 2025; Accepted: 01 May 2025.

Copyright: © 2025 Salvo-Garrido, Polanco-Levicán, Dominguez-Lara and Gálvez Nieto. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence:
Sonia Salvo-Garrido, Departamento de Matemática y Estadística, Universidad de La Frontera, Temuco, Chile
Sergio Dominguez-Lara, Instituto de Investigación FCCTP, Universidad de San Martín de Porres, Lima, Peru

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