Validation of the self-efficacy scale for higher education teachers in Ethiopian context

Purpose The purpose of this study was to validate the self-efficacy measure used by higher education teachers by modifying the 24-item teachers self-efficacy scale developed by Tschannen-Moran and Wool folk-Hoy (2001). Design/methodology/approach Initially, data were gathered from 441 higher education teachers and divided in to two sub samples. Sub sample one contains 200 teachers and the data gathered from these respondents were used for an exploratory factor analysis (EFA) to determine the factor structure of the scale and assess its internal reliability. Sub sample two includes 221 teachers and the responses collected from these higher education teachers were used for a confirmatory factor analysis (CFA) to assess the scale’s suitability. Findings A pool of 15 items was constructed in EFA with the support of evidence of a valid and reliable teachers' self-efficacy scale. The outcomes for the Bartletts Sphericity and Keiser–Meyer–Olkin measure of sample adequacy (MSA) were 0.938 and x2(n = 200) = 1557.482 (p < 0.001), respectively. A variance of 64.785% was explained by the three dimensions. Values for RMSEA, NFI, RFI, CFI, TLI and IFI were accepted in CFA. Originality/value Although self-efficacy scales for diverse teachers are validated and widely used in primary and secondary education across the globe, they are rare in higher education. As far as the researcher is aware, no research has been conducted to validate Ethiopian higher education teachers’ self-efficacy measure. Hence, this validated scale would therefore help to fill this gap.