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Teacher self-efficacy: a second-order confirmatory factor analysis of student engagement, instructional strategies, and classroom management among secondary school teachers

International Journal of Evaluation and Research in Education (IJERE) · Vol. 15 No. 3 (2026) · hlm. 1919–1929

DOI
10.11591/ijere.v15i3.32517
ISSN
2620-5440, 2252-8822
Terbit
2026-06-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Teacher self-efficacy plays an important role in improving teaching effectiveness and student learning outcomes; however, a validated measurement model tailored to the local educational context remains limited. Therefore, this quantitative study aims to develop a measurement model of teachers’ self-efficacy in Malaysia. The proposed model consists of three dimensions: student engagement (SE), instructional strategies (IS), and classroom management (CM). Data were collected from 144 teachers using a modified questionnaire based on the teacher sense of efficacy scale (TSES). the data were analyzed using confirmatory factor analysis (CFA) through structural equation modeling (SEM) with AMOS. The findings confirmed that 12 suggested behaviors were acceptable within the model. The CFA results demonstrated satisfactory factor loadings (FL) and reliability for SE (FL=0.758–0.820, composite reliability (CR)=0.870, average variance extracted (AVE)=0.627, square root of AVE (√AVE)=0.792), IS (FL=0.696–0.875, CR=0.895, AVE=0.683, √AVE=0.826), and CM (FL=0.741–0.864, CR=0.819, AVE=0.619, √AVE=0.871). These findings indicate that the proposed measurement model demonstrates acceptable validity and reliability and provides a useful framework for evaluating teachers’ self-efficacy and supporting efforts to enhance teaching quality in the Malaysian educational context.

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  • Universiti Utara Malaysia
  • Sultan Idris Education University
  • Universitas Jambi
  • Universiti Sains Islam Malaysia
  • Zarqa University
  • INTI International University
  • Universiti Teknologi MARA
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Rekan penulisOrganisasiArtikel bersama
Hapini AwangUniversiti Utara Malaysia9
Yahya DonUniversiti Utara Malaysia7
Muhamad Dzahir KasaUniversiti Utara Malaysia6
Mohd Fairuz JafarUniversiti Utara Malaysia5
Ramlan MustaphaUniversiti Teknologi MARA5
Muhammad Noor Abdul AzizUniversiti Utara Malaysia3
Akhmad HabibiUniversitas Jambi3
Pang Lai ChawUniversiti Utara Malaysia3
Aliff NawiUniversiti Utara Malaysia3
Dayang Rafidah Syariff M. FuadSultan Idris Education University3
Siti Hajar HaliliUniversity of Malaya2
Lalu Nurul YaqinUniversiti Brunei Darussalam2
Hamdy AbdullahSultan Zainal Abidin University2
Turki Mesfer AlqahtaniJazan University2
Mohd Fairuz JaafarUniversiti Utara Malaysia2
Mohd Yusri IbrahimUniversiti Malaysia Terengganu2
Mohd Afifi Bahurudin SetambahSultan Idris Education University1
Anis Norma Mohamad JaafarSultan Idris Education University1
Mohammad Ikhwan Mat SaadSultan Idris Education University1
Fang ZhengKangUniversiti Utara Malaysia1
Sock Beei YeapUniversiti Utara Malaysia1
Rizal RizalInstitut Agama Islam Negeri Kendari1
Sitti Rahma YunusThe University of Queensland1
Herlina HerlinaSTKIP Kusuma Negara1
Surahman SurahmanTadulako University1
Yuan JiangUniversiti Utara Malaysia1
Mohd Ish AwangAfiliasi tidak diketahui1
Mohammad Zainuddin Mat ZaidUniversiti Utara Malaysia1
Noorhazlina Fairuz FauziAfiliasi tidak diketahui1
Muhammad SofwanUniversitas Jambi1
Abdulrazak F. Shahatha Al-MashhadaniSohar University1
Mohd Zaini ZakariaUniversiti Sains Islam Malaysia1
Adnan Mohamed YusofUniversiti Sains Islam Malaysia1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Teacher self-efficacy: a second-order confirmatory factor analysis of student engagement, instructional strategies, and classroom management among secondary school teachers</dc:title>
	<dc:creator>Yaakob, Mohd Faiz Mohd</dc:creator>
	<dc:creator>Al-Zu’bi, Mohammad Ahmad Abdelaziz</dc:creator>
	<dc:creator>Al-Mseidin, Kholoud Imhammad Meqbel</dc:creator>
	<dc:creator>Yusof, Mat Rahimi</dc:creator>
	<dc:creator>Fauzee, Mohd Sofian Omar</dc:creator>
	<dc:creator>Ishak, Marni</dc:creator>
	<dc:creator>Rahman, Ismahany Abdul</dc:creator>
	<dc:subject xml:lang="en-US">AMOS; Education quality; Educational management; Self-efficacy; Sustainable development education; Teacher leadership</dc:subject>
	<dc:description xml:lang="en-US">Teacher self-efficacy plays an important role in improving teaching effectiveness and student learning outcomes; however, a validated measurement model tailored to the local educational context remains limited. Therefore, this quantitative study aims to develop a measurement model of teachers’ self-efficacy in Malaysia. The proposed model consists of three dimensions: student engagement (SE), instructional strategies (IS), and classroom management (CM). Data were collected from 144 teachers using a modified questionnaire based on the teacher sense of efficacy scale (TSES). the data were analyzed using confirmatory factor analysis (CFA) through structural equation modeling (SEM) with AMOS. The findings confirmed that 12 suggested behaviors were acceptable within the model. The CFA results demonstrated satisfactory factor loadings (FL) and reliability for SE (FL=0.758–0.820, composite reliability (CR)=0.870, average variance extracted (AVE)=0.627, square root of AVE (√AVE)=0.792), IS (FL=0.696–0.875, CR=0.895, AVE=0.683, √AVE=0.826), and CM (FL=0.741–0.864, CR=0.819, AVE=0.619, √AVE=0.871). These findings indicate that the proposed measurement model demonstrates acceptable validity and reliability and provides a useful framework for evaluating teachers’ self-efficacy and supporting efforts to enhance teaching quality in the Malaysian educational context.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US">Teacher self-efficacy, Instructional strategies, Education Exclusion, Education Quality</dc:contributor>
	<dc:date>2026-06-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/32517</dc:identifier>
	<dc:identifier>10.11591/ijere.v15i3.32517</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 15, No 3: June 2026; 1919-1929</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v15i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/32517/15037</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Mohd Faiz Mohd Yaakob, Mohammad Ahmad Abdelaziz Al-Zu’bi, Kholoud Imhammad Meqbel Al-Mseidin, Mat Rahimi Yusof, Mohd Sofian Omar Fauzee, Marni Ishak, Ismahany Abdul Rahman</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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