Analysis of the self-efficacy sense in Chilean teachers from gender and experience perspectives [Sentimiento de autoeficacia en una muestra de profesores chilenos desde las perspectivas de género y experiencia]

Covarrubias C.G.; Lira M.M.

dc.contributor.author	Covarrubias C.G.
dc.contributor.author	Lira M.M.
dc.date.accessioned	2020-09-02T22:15:34Z
dc.date.available	2020-09-02T22:15:34Z
dc.date.issued	2015
dc.identifier	10.4067/s0718-07052015000100004
dc.identifier.citation	41, 1, 63-78
dc.identifier.issn	0716050X
dc.identifier.uri	https://hdl.handle.net/20.500.12728/4107
dc.description	During the past three decades, research studies regarding the theory of teachers' self-efficacy not only have tried to explain the teaching context and meet the demands set by the schools, politics and society, but they have also positioned the important value that this concept has in the teaching practices. The objective of the current study is to describe the feelings of self-efficacy in the teaching practices of an overall sample consisting of 544 Chilean teachers. So as to achieve such purpose, we translated and adapted the questionnaire entitled "Teacher Sense of Efficacy Scale" (TSES) created by Tschannen-Moran & Woolfolk (2001). We should also emphasize the fact that the validation process revealed high interest indexes for both its factorial experience and its reliability. On the other hand, the findings suggest that gender is not a variable affecting these results, unlike what other studies and teaching experience have reported.
dc.language.iso	es
dc.publisher	Universidad Austral de Chile
dc.subject	Education
dc.subject	Experience
dc.subject	Gender
dc.subject	Self-efficacy
dc.subject	Teachers
dc.title	Analysis of the self-efficacy sense in Chilean teachers from gender and experience perspectives [Sentimiento de autoeficacia en una muestra de profesores chilenos desde las perspectivas de género y experiencia]
dc.type	Article

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Analysis of the self-efficacy sense in Chilean teachers from gender and experience perspectives [Sentimiento de autoeficacia en una muestra de profesores chilenos desde las perspectivas de género y experiencia]

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