Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal

Anastasia Vatou; Athanasios Gregoriadis; Maria Evagelou-Tsitiridou; George Manolitsis; Angeliki Mouzaki; Maria Kypriotaki; Vasileios Oikonomidis; Ana Lemos; Filipe Piedade; Diana Alves; Joana Cadima; Demos Michael; Vicky Charalambous; Andri Agathokleous; Charalambos Vrasidas; Vasilis Grammatikopoulos

doi:10.3390/educsci14080840

Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal

Anastasia Vatou, Athanasios Gregoriadis, Maria Evagelou-Tsitiridou, George Manolitsis, Angeliki Mouzaki, Maria Kypriotaki, Vasileios Oikonomidis, Ana Lemos, Filipe Piedade, Diana Alves, Joana Cadima, Demos Michael, Vicky Charalambous, Andri Agathokleous, Charalambos Vrasidas, Vasilis Grammatikopoulos

School of Education

Research output: Contribution to journal › Article › peer-review

Abstract

The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers’ Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of the TSSES. Configural and metric invariance were established for the one-factor structure of the TSSES. The results showed that teachers in Portugal and Cyprus experience high levels of social self-efficacy, whereas Greek teachers experience moderate to high levels of social self-efficacy. The TSSES seems to be a reliable instrument for assessing social self-efficacy beliefs. Possible implications for practice are also discussed.

Original language	English
Article number	840
Journal	Education Sciences
Volume	14
Issue number	8
DOIs	https://doi.org/10.3390/educsci14080840
Publication status	Published - Aug 2024

Keywords

construct validity
cross-cultural assessment
early childhood education and care
measurement invariance
teachers’ social self-efficacy

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.3390/educsci14080840

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Vatou, A., Gregoriadis, A., Evagelou-Tsitiridou, M., Manolitsis, G., Mouzaki, A., Kypriotaki, M., Oikonomidis, V., Lemos, A., Piedade, F., Alves, D., Cadima, J., Michael, D., Charalambous, V., Agathokleous, A., Vrasidas, C., & Grammatikopoulos, V. (2024). Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal. Education Sciences, 14(8), Article 840. https://doi.org/10.3390/educsci14080840

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title = "Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal",

abstract = "The main aim of this study is to explore early childhood teachers{\textquoteright} social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers{\textquoteright} Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of the TSSES. Configural and metric invariance were established for the one-factor structure of the TSSES. The results showed that teachers in Portugal and Cyprus experience high levels of social self-efficacy, whereas Greek teachers experience moderate to high levels of social self-efficacy. The TSSES seems to be a reliable instrument for assessing social self-efficacy beliefs. Possible implications for practice are also discussed.",

keywords = "construct validity, cross-cultural assessment, early childhood education and care, measurement invariance, teachers{\textquoteright} social self-efficacy",

author = "Anastasia Vatou and Athanasios Gregoriadis and Maria Evagelou-Tsitiridou and George Manolitsis and Angeliki Mouzaki and Maria Kypriotaki and Vasileios Oikonomidis and Ana Lemos and Filipe Piedade and Diana Alves and Joana Cadima and Demos Michael and Vicky Charalambous and Andri Agathokleous and Charalambos Vrasidas and Vasilis Grammatikopoulos",

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doi = "10.3390/educsci14080840",

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Vatou, A, Gregoriadis, A, Evagelou-Tsitiridou, M, Manolitsis, G, Mouzaki, A, Kypriotaki, M, Oikonomidis, V, Lemos, A, Piedade, F, Alves, D, Cadima, J, Michael, D, Charalambous, V, Agathokleous, A, Vrasidas, C & Grammatikopoulos, V 2024, 'Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal', Education Sciences, vol. 14, no. 8, 840. https://doi.org/10.3390/educsci14080840

TY - JOUR

T1 - Cross-Cultural Validation of Teachers Social Self-Efficacy Scale

T2 - Insights from Cyprus, Greece, and Portugal

AU - Vatou, Anastasia

AU - Gregoriadis, Athanasios

AU - Evagelou-Tsitiridou, Maria

AU - Manolitsis, George

AU - Mouzaki, Angeliki

AU - Kypriotaki, Maria

AU - Oikonomidis, Vasileios

AU - Lemos, Ana

AU - Piedade, Filipe

AU - Alves, Diana

AU - Cadima, Joana

AU - Michael, Demos

AU - Charalambous, Vicky

AU - Agathokleous, Andri

AU - Vrasidas, Charalambos

AU - Grammatikopoulos, Vasilis

PY - 2024/8

Y1 - 2024/8

N2 - The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers’ Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of the TSSES. Configural and metric invariance were established for the one-factor structure of the TSSES. The results showed that teachers in Portugal and Cyprus experience high levels of social self-efficacy, whereas Greek teachers experience moderate to high levels of social self-efficacy. The TSSES seems to be a reliable instrument for assessing social self-efficacy beliefs. Possible implications for practice are also discussed.

AB - The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers’ Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of the TSSES. Configural and metric invariance were established for the one-factor structure of the TSSES. The results showed that teachers in Portugal and Cyprus experience high levels of social self-efficacy, whereas Greek teachers experience moderate to high levels of social self-efficacy. The TSSES seems to be a reliable instrument for assessing social self-efficacy beliefs. Possible implications for practice are also discussed.

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KW - cross-cultural assessment

KW - early childhood education and care

KW - measurement invariance

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Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal

Abstract

Keywords

UN SDGs

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