Development and Validation of the Instructional Supervision Sense of Efficacy Scale
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| Title: | Development and Validation of the Instructional Supervision Sense of Efficacy Scale |
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| Language: | English |
| Authors: | Yanira Oliveras, Jennifer M. Lane, Christopher L. Thomas, Wesley D. Hickey, Jeannie Garbutt-Franklin, Judy Diego, Mathias R. Vairez, Forrest Kaiser |
| Source: | Journal of Educational Supervision. 2025 8(1):41-62. |
| Availability: | UB ScholarWorks. Graduate School of Education, University at Buffalo, 119 Foster Hall, 300 Hayes Road, Buffalo, NY 14214. e-mail: scholarworks@buffalo.edu; Web site: https://scholarworks.lib.buffalo.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Test Construction, Evaluation Methods, Measures (Individuals), Self Efficacy, Teacher Supervision, Student Teacher Supervisors, Test Validity |
| Geographic Terms: | Belize |
| Abstract: | The knowledge and skills needed to effectively serve as an instructional supervisor have been well-documented (Cogan, 1973; Glickman et al., 2014; Zepeda & Ponticell, 2018). However, there is a gap in the literature regarding the self-efficacy of instructional supervisors in facilitating teacher growth through reflective practices. Bandura (1997) defined efficacy as one's belief in one's abilities to perform a given task, while Tschannen-Moran et al. (1998) explored teachers' beliefs in their impact on student learning and behavior. This manuscript introduces the Instructional Supervision Sense of Efficacy Scale (ISSES), developed as part of the Instructional Supervision for Educational Excellence in Belize (i-SEE Belize) project, funded by a 2020 CARSI grant. An exploratory factor analysis using principal axis factoring with promax rotation was conducted to investigate the latent structure of the ISSES, providing insights into the self-efficacy of instructional supervisors. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501912 |
| Database: | ERIC |
| Abstract: | The knowledge and skills needed to effectively serve as an instructional supervisor have been well-documented (Cogan, 1973; Glickman et al., 2014; Zepeda & Ponticell, 2018). However, there is a gap in the literature regarding the self-efficacy of instructional supervisors in facilitating teacher growth through reflective practices. Bandura (1997) defined efficacy as one's belief in one's abilities to perform a given task, while Tschannen-Moran et al. (1998) explored teachers' beliefs in their impact on student learning and behavior. This manuscript introduces the Instructional Supervision Sense of Efficacy Scale (ISSES), developed as part of the Instructional Supervision for Educational Excellence in Belize (i-SEE Belize) project, funded by a 2020 CARSI grant. An exploratory factor analysis using principal axis factoring with promax rotation was conducted to investigate the latent structure of the ISSES, providing insights into the self-efficacy of instructional supervisors. |
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