Adaptation of the Teacher Effi cacy Scale to Measure Effective Teachers’ Educational Practices Through Students’ RatingsA Multilevel Approach

  1. María-José Lera 1
  2. José-M. León-Pérez 1
  3. Paula Ruiz-Zorrilla 2
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2021

Título del ejemplar: Monográfico Mariano Yela

Volumen: 33

Número: 3

Páginas: 509-517

Tipo: Artículo

DOI: 10.7334/PSICOTHEMA2020.262 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Objetivos de desarrollo sostenible

Resumen

Antecedentes: existen evidencias del papel que las prácticas educativas de los docentes tienen en el rendimiento escolar y el bienestar de los estudiantes. Sin embargo, faltan medidas válidas en español que permitan estudiar las prácticas educativas efectivas a partir de las percepciones de los estudiantes. Por ello, este estudio tiene como objetivo proporcionar una escala válida y fiable para medir las prácticas educativas eficaces en entornos escolares (STEPS). Método: analizamos, en una muestra de 2.242 estudiantes anidados en 104 aulas de 22 escuelas españolas, la consistencia y fiabilidad interna de la escala, la solución e invariancia de factores y la validez de criterio mediante el uso de un enfoque multinivel. Resultados: los resultados indicaron que la escala exhibió una buena fiabilidad de acuerdo con el coeficiente omega (intra = .86, e inter = .98); el análisis factorial confirmatorio multinivel (MCFA) reveló una estructura jerárquica: gestión del aula, estrategias de instrucción y participación de los estudiantes, como factores de primer orden; y un factor general de segundo orden etiquetado como prácticas educativas efectivas. Además, las prácticas educativas efectivas se asociaron con mejor autoestima de los estudiantes. Conclusiones: este estudio ofrece un instrumento fiable y válido, STEPS, para medir prácticas educativas efectivas.

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Información de financiación

This study was supported by research transfer contract FIUS 0956/0426. PRZ is a PhD student funded by the FPU program of the Spanish Ministry of Science, Innovation and Universities (FPU18/03536).

Financiadores

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