AUTHOR=Herrera Camilo , Torres-Vallejos Javier , Martínez-Libano Jonathan 

TITLE=Psychometric properties of the Collective Efficacy Scale Short-Form in Chilean teachers

JOURNAL=Frontiers in Psychology

VOLUME=Volume 13 - 2022

YEAR=2022

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.935578

DOI=10.3389/fpsyg.2022.935578

ISSN=1664-1078

ABSTRACT=Background: The Collective Efficacy Scale (CES-SF) is a short and reliable instrument that assesses collective efficacy in schools at a group level. Previous research has shown a two-factor structure considering the perception of the group competence about their teaching capabilities and task analysis that refers to the opportunities inherent to a specific task. However, there is no conclusive evidence that collective efficacy corresponds to a two-factor model or single-factor structure.  
Methods: A cross-sectional research was conducted on a 693 sample of teachers (Mage = 39.4; SD = 11.8) from schools in the 16 regions of Chile. They were assessed using the Collective Efficacy Scale short-form, Personal Well-being Index, Social Well-Being Scale, and satisfaction with the school. Exploratory and Confirmatory Factor Analyses were used to assess the construct validity of the CES-SF.
Results: The CES-SF showed mixed results about its construct validity. Best fit has been found retaining two new factors (opportunities and challenges for collective efficacy) with eight items each, yielding a McDonald's ω of .803. Convergent validity was also established.
Conclusion: The psychometric results suggest that a two-factor structure for the CES-SF is a valid and reliable measure for this construct for Chilean teachers. However, collective efficacy might not be strongly related to subjective well-being but school-context variables.