Teachers' Sense of Efficacy Scale (TSES), since its development, has gained much popularity because of its adequate psychometric properties. Yet, scholarly information on the soundness of this instrument in the African context has not been documented. Besides, the previous validation studies on the TSES have yielded mixed results with different factor structures, calling for further studies to test its utility and use across different cultures. The purpose of this study was to revalidate the TSES in Ghana using item response theory (IRT) complemented by factor analyses. Through a validation study approach, 693 basic school teachers were purposively sampled to participate in the research by responding to the Teacher Efficacy Scale. The between-item and within-item multidimensional IRT analyses combined with factor analysis were performed to understand how the items functioned with intentions to propose a well-fit instrument within the Ghanaian context. The outcome of this research revealed that the original TSES with a three-factor structure, 24 items measured on a 9-point scale did not provide an optimal measure of teachers' self-efficacy within the Ghanaian context. Rather, a three-structure scale with 18 items and a 6-point scale offered a maximal measure of teachers' self-efficacy. The practical implications of the findings are discussed.

中文翻译：

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使用加纳在职教师重新验证教师效能感量表：多维项目反应理论与因子分析

教师效能感量表（TSES）自问世以来，因其充分的心理测量特性而受到广泛欢迎。然而，关于该文书在非洲背景下的健全性的学术信息尚未记录在案。此外，之前对 TSES 的验证研究得出了不同因子结构的混合结果，需要进一步的研究来测试其在不同文化中的效用和使用。本研究的目的是使用项目反应理论 (IRT) 并辅以因子分析来重新验证加纳的 TSES。通过验证研究方法，有目的地抽取了 693 名基础学校教师，通过对教师效能量表的回答来参与研究。项目间和项目内多维 IRT 分析与因子分析相结合，旨在了解项目如何发挥作用，并在加纳背景下提出一个合适的工具。这项研究的结果表明，最初的 TSES 采用三因素结构，以 9 分制衡量 24 个项目，并不能提供加纳背景下教师自我效能的最佳衡量标准。相反，包含 18 个项目和 6 分制的三结构量表提供了教师自我效能感的最大衡量标准。讨论了研究结果的实际意义。