Analysis reveals construct validity of the Teaching Self-Efficacy Questionnaire in Cuban teachers, suggesting improvements in professional development.
Key Points
The study supports the construct validity of the Teaching Self-Efficacy Questionnaire with 4 factors.
Exploratory and confirmatory factor analyses were performed on a sample of 214 university professors.
Results show adequate goodness-of-fit indices, indicating the reliability of the questionnaire.
The findings provide a basis for future studies on teacher self-efficacy and training in Cuba.