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Evaluating Psychometric Properties of the New Teachers’ Perceptions of Collective Efficacy to Handle Bullying Scale (TCEB)

Author

Listed:
  • Ana Carolina Reyes-Rodríguez

    (Department of Education, Technological Institute of Sonora, Obregón 85000, Mexico)

  • Angel Alberto Valdés-Cuervo

    (Department of Education, Technological Institute of Sonora, Obregón 85000, Mexico)

  • Lizeth Guadalupe Parra-Pérez

    (Department of Education, Technological Institute of Sonora, Obregón 85000, Mexico)

  • Fernanda Inéz García-Vázquez

    (Department of Education, Technological Institute of Sonora, Obregón 85000, Mexico)

  • Gisela Margarita Torres-Acuña

    (Department of Education, Technological Institute of Sonora, Obregón 85000, Mexico)

Abstract

Collective efficacy is a promising theoretical construct that has been used to explain bullying rates in school. The development of school collective efficacy scales has increased in bullying research in recent years; however, gaps remain in measuring collective efficacy to handle bullying. This research assessed the psychometric properties of a new scale to evaluate collective efficacy against bullying. This first-order one-dimensional scale is called the teachers’ perceptions of collective efficacy to handle bullying (TCEB) scale. A sample of 804 Mexican primary teachers completed questionnaires. The sample was randomly split into two subsamples for calibration ( n = 402) and cross-validation analysis ( n = 402). The factor structure was supported by confirmatory factorial analysis. Measurement equivalence was confirmed by gender. The latent means differences showed no statistically significant differences by teachers’ gender. The TCEB correlation with school environment factors (e.g., principal support, school climate, and bullying) confirms the scale’s discriminant and concurrent validity. Our findings suggest that TCEB is a suitable instrument to assess teachers’ perceptions of collective efficacy to handle bullying, a construct that has proved to help predict a positive whole-school context and student bullying involvement.

Suggested Citation

  • Ana Carolina Reyes-Rodríguez & Angel Alberto Valdés-Cuervo & Lizeth Guadalupe Parra-Pérez & Fernanda Inéz García-Vázquez & Gisela Margarita Torres-Acuña, 2021. "Evaluating Psychometric Properties of the New Teachers’ Perceptions of Collective Efficacy to Handle Bullying Scale (TCEB)," IJERPH, MDPI, vol. 18(21), pages 1-13, October.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:21:p:11424-:d:668615
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    References listed on IDEAS

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    1. T. J. Hoogsteen, 2020. "Collective efficacy: toward a new narrative of its development and role in achievement," Palgrave Communications, Palgrave Macmillan, vol. 6(1), pages 1-7, December.
    2. Gabriella Olsson & Sara Brolin Låftman & Bitte Modin, 2017. "School Collective Efficacy and Bullying Behaviour: A Multilevel Study," IJERPH, MDPI, vol. 14(12), pages 1-12, December.
    3. Huang, Liang, 2021. "Bullying victimization, self-efficacy, fear of failure, and adolescents’ subjective well-being in China," Children and Youth Services Review, Elsevier, vol. 127(C).
    4. Ana Carolina Reyes-Rodríguez & Angel Alberto Valdés-Cuervo & José Angel Vera-Noriega & Lizeth Guadalupe Parra-Pérez, 2021. "Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate," SAGE Open, , vol. 11(4), pages 21582440211, October.
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