Lely Ika Mariyati (1), Zaki Nur Fahmawati (2), Melysa Melysa (3)
General Background: Teacher self-efficacy requires psychometrically sound and contextually appropriate measurement because it relates to teachers’ motivation, psychological well-being, and professional practice. Specific Background: The 12-item Teacher Sense of Efficacy Scale (TSES) measures Student Engagement, Instructional Strategies, and Classroom Management, but adaptation to Indonesian educational and cultural contexts requires local psychometric evaluation. Knowledge Gap: Existing adaptations may rely on translation without adequately determining whether individual items represent distinct dimensions without conceptual overlap. Aims: This quantitative evaluative study assessed the Indonesian TSES short form using Discriminant Content Validity (DCV), Intraclass Correlation Coefficient (ICC), and Face Validity Index (FVI), involving 10 expert panelists and 64 teachers. Results: Interrater reliability was excellent across Student Engagement (ICC = 0.948), Instructional Strategies (ICC = 0.944), and Classroom Management (ICC = 0.970). Ten of 12 items met DCV criteria, whereas items 5 and 11 were classified as non-DCV. The manuscript reports FVI = 0.833, while its FVI table lists S-FVI/ave = 0.997 and S-FVI/UA = 0.833. Novelty: Quantitative DCV evaluates both item–dimension correspondence and discrimination among conceptually adjacent teacher self-efficacy dimensions. Implications: The scale provides an initial basis for Indonesian teacher self-efficacy assessment, although problematic items require refinement and subsequent Confirmatory Factor Analysis for construct validation.
Highlights:
Keywords: Teacher self-efficacy, Teacher Self-Efficacy Scale, Discriminant Content Validity (DCV), Intraclass Correlation Coefficient (ICC), Face Validity Index (FVI)
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