The Factorial Validity of Scores on the Teacher Interpersonal Self-Efficacy Scale

By A. Brouwers, W. Tomic. 2001

115 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b2d42d3850bd5dd9d77937205159ebb0a378adf7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Wilfried Evers
2. A. Brouwers
3. W. Tomic
4. Larissa K. Barber
5. L. Kyriakides
6. Charalambos Y. Charalambous
7. Russell A. Matthews
8. Bert Creemers

In Education

1. Wilfried Evers
2. Charalambos Y. Charalambous
3. A. Brouwers
4. W. Tomic
5. G. Philippou
6. Peter M. Bentler
7. L. Kyriakides
8. Russell A. Matthews

In Social Psychology

1. W. Tomic
2. Wilfried Evers
3. A. Brouwers
4. Russell L. Carson
5. Russell A. Matthews
6. Larissa K. Barber
7. Matthew J. Grawitch
8. Costas N. Tsouloupas

Citations in the corpus

• Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “Researchers who have been unsatisfied with these scales have offered still other scales of teaching self-efficacy (e.g., Brouwers and Tomic 2001; Dellinger et al. 2008; Friedman and Kass 2002).”
• Self-Efficacy in Eliciting Social Support and Burnout Among Secondary-School Teachers (2001, methodology): “Perceived self-efficacy in eliciting support was measured with two subscales of the Teacher Interpersonal Self-Efficacy scale ( Brouwers & Tomic, 2001 ).”
• Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork (2008, background): “According to relevant studies, teachers with high TEB are more open to new ideas and more willing to adopt innovations; they exhibit lower drop out tendency and are less likely to experience the “emotional burnout” phenomenon; they set high goals and harbor high expectations for their pupils (Bandur”
• On Chi-Square Difference and z Tests in Mean and Covariance Structure Analysis when the Base Model is Misspecified (2004, background): “Although there exist statistical theories (Steiger, Shapiro, & Browne, 1985) in this context, and wide applications (e.g., Brouwers & Tomic, 2001; Drasgow & Kanfer, 1985; Vispoel et al., 2001) justify Mb using nonsignificant ∆Ts, in our view, the effect of such a practice on the substantive aspect…”
• Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation (2010, methodology): “Teacher efficacy in dealing with misbehaving students was assessed using the 13‐item Perceived Self‐Efficacy in Classroom Management (PSECM) questionnaire (Brouwers & Tomic, 2001 ).”