Adjustment of the Teacher Self-Efficacy Scale in Vocational Education: Exploring Its Links to Academic Performance
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| Title: | Adjustment of the Teacher Self-Efficacy Scale in Vocational Education: Exploring Its Links to Academic Performance |
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| Language: | English |
| Authors: | Arturo García-de-Olalla (ORCID |
| Source: | International Journal of Training and Development. 2026 30(2):118-130. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Career and Technical Education Teachers, Self Efficacy, Measures (Individuals), Academic Achievement, Career and Technical Education, Self Concept Measures |
| Assessment and Survey Identifiers: | Teachers Sense of Efficacy Scale |
| DOI: | 10.1111/ijtd.70010 |
| ISSN: | 1360-3736 1468-2419 |
| Abstract: | Teacher self-efficacy refers to teachers' beliefs in their capacity to influence student learning and engagement. A strong sense of self-efficacy has been identified as a key factor associated with instructional practices and the quality of teacher-student relationships. The present study focuses specifically on vocational education and training (VET) pathways, and aims to examine the impact of teachers' sense of self-efficacy on the academic performance of VET students. In addition, this study evaluates the suitability of the Teachers' Sense of Efficacy Scale (TSES) for use with VET teachers. Data from a survey of 285 vocational education and training teachers were analyzed. The findings indicate a redefined questionnaire structure, revealing a new item distribution. Moreover, the results show that teachers' sense of self-efficacy significantly predicts students' academic performance. However, when considering the newly identified factors, certain dimensions exhibit contrasting influences on students' academic performance. Thus, Efficacy in Promoting Engagement and Adaptation positively influences students' academic performance, while Efficacy in Questioning and Explaining is associated with a negative impact. This study sheds light on the relation between teacher self-efficacy, individual and contextual factors, and student academic performance in vocational education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504808 |
| Database: | ERIC |
| Abstract: | Teacher self-efficacy refers to teachers' beliefs in their capacity to influence student learning and engagement. A strong sense of self-efficacy has been identified as a key factor associated with instructional practices and the quality of teacher-student relationships. The present study focuses specifically on vocational education and training (VET) pathways, and aims to examine the impact of teachers' sense of self-efficacy on the academic performance of VET students. In addition, this study evaluates the suitability of the Teachers' Sense of Efficacy Scale (TSES) for use with VET teachers. Data from a survey of 285 vocational education and training teachers were analyzed. The findings indicate a redefined questionnaire structure, revealing a new item distribution. Moreover, the results show that teachers' sense of self-efficacy significantly predicts students' academic performance. However, when considering the newly identified factors, certain dimensions exhibit contrasting influences on students' academic performance. Thus, Efficacy in Promoting Engagement and Adaptation positively influences students' academic performance, while Efficacy in Questioning and Explaining is associated with a negative impact. This study sheds light on the relation between teacher self-efficacy, individual and contextual factors, and student academic performance in vocational education. |
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| ISSN: | 1360-3736 1468-2419 |
| DOI: | 10.1111/ijtd.70010 |
