Psychometric Properties of the German Student‐Specific Teacher Self‐Efficacy Scale ( <scp>SS</scp> ‐ <scp>TSES</scp> ‐G)

ABSTRACT Based on previous research, it can be assumed that teachers' self‐efficacy (TSE) varies across situations, domains and individual students' behaviors confronting teachers with particularly challenging tasks. The construct of student‐specific TSE is considered informative theoretical basis for understanding the relationship between affective‐motivational components of teachers' competencies and individual student behaviour. The aim of the present study was to translate and validate the Student‐Specific Teacher Self‐Efficacy Scale (SS‐TSES; Zee and Koomen, 2015) for use in German teacher samples. The items of the original SS‐TSES were translated from Dutch to German using a forward‐backward translation procedure. A total of 477 teachers completed the SS‐TSES‐G. After a randomly drawn sample‐split an EFA was conducted on half of the sample, while a CFA was performed on the other half. The results of EFA and CFA revealed that a 4‐factor bifactor model fitted the data best. Except for item 18, which was assigned to the first factor ( emotional support ), the item‐factor assignments were consistent with the original structure. The goodness‐of‐fit statistics indicated a good model fit. The SS‐TSES‐G demonstrated good to excellent psychometric properties, allowing for reliable measurements of teachers' self‐efficacy in relation to individual students in a German teacher population.