Teachers’ Sense of Efficacy Scale (TSES)

Long form
Directions: This questionnaire is designed to help us gain a better understanding of the kinds of things that cr‎eate difficulties for teachers in their school activities. Please indicate your opinion about each of the statements below. Your answers are confidential.
1. How much can you do to get through to the most difficult students?
2. How much can you do to help your students think critically?
3. How much can you do to control disruptive behavior in the classroom?
4. How much can you do to motivate students who show low interest in school work?
5. To what extent can you make your expectations clear about student behavior?
6. How much can you do to get students to believe they can do well in school work?
7. How well can you respond to difficult questions from your students?
8. How well can you establish routines to keep activities running smoothly?
9. How much can you do to help your students’ value learning?
10. How much can you gauge student comprehension of what you have taught?
11. To what extent can you craft good questions for your students?
12. How much can you do to foster student creativity?
13. How much can you do to get children to follow classroom rules?
14. How much can you do to improve the understanding of a student who is failing?
15. How much can you do to calm a student who is disruptive or noisy?
16. How well can you establish a classroom management system with each group of students?
17. How much can you do to adjust your lessons to the proper level for individual students?
18. How much can you use a variety of assessment strategies?
19. How well can you keep a few problem students form ruining an entire lesson?
20. To what extent can you provide an alternative explanation or example when students are confused?
21. How well can you respond to defiant students?
22. How much can you assist families in helping their children do well in school?
23. How well can you implement alternative strategies in your classroom?
24. How well can you provide appropriate challenges for very capable students?
 
Teachers’ Sense of Efficacy Scale (short form)
1. How much can you do to control disruptive behavior in the classroom?
2. How much can you do to motivate students who show low interest in school work?
3. How much can you do to get students to believe they can do well in school work?
4. How much can you do to help your students value learning?
5. To what extent can you craft good questions for your students?
6. How much can you do to get children to follow classroom rules?
7. How much can you do to calm a student who is disruptive or noisy?
8. How well can you establish a classroom management system with each group of students?
9. How much can you use a variety of assessment strategies?
10. To what extent can you provide an alternative explanation or example when students are confused?
11. How much can you assist families in helping their children do well in school?
12. How well can you implement alternative strategies in your classroom?
 
 
Long Form
Short Form
 
Mean
SD
alpha
Mean
SD
alpha
OSTES
7.1
.94
.94
7.1
.98
.90
Engagement
7.3
1.1
.87
7.2
1.2
.81
Instruction
7.3
1.1
.91
7.3
1.2
.86
Management
6.7
1.1
.90
6.7
1.2
.86
 
1=nothing    3=very little    5=some influence    7= quite A bit    9= A great Deal
Long Form
Efficacy in Student Engagement: Items 1‚ 2‚ 4‚ 6‚ 9‚ 12‚ 14‚ 22
Efficacy in Instructional Strategies: Items 7‚ 10‚ 11‚ 17‚ 18‚ 20‚ 23‚ 24
Efficacy in Classroom Management: Items 3‚ 5‚ 8‚ 13‚ 15‚ 16‚ 19‚ 21
Short Form
Efficacy in Student Engagement: Items 2‚ 3‚ 4‚ 11
Efficacy in Instructional Strategies: Items 5‚ 9‚ 10‚ 12
Efficacy in Classroom Management: Items 1‚ 6‚ 7‚ 8
 
This instrument can be found at:http://anitawoolfolkhoy.com/instruments/
 

Tschannen-Moran‚ M. & Woolfolk Hoy‚ A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education‚ 17‚ 783–805 .

Woolfolk‚ A. E.‚ & Hoy‚ W. K.‚ (1990). Prospective teachers’ sense of efficacy and beliefs about control‚ Journal of Educational Psychology‚ 82‚ 81-91.

Woolfolk‚ A. E.‚ Rosoff‚ B.‚ & Hoy‚ W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education‚ 6‚ 137-148.