The TSES measures teachers’ beliefs about their capacity to bring about desired outcomes in their classrooms. It was designed to tie efficacy judgements to concrete teaching tasks. The long form has 24 items and the short form 12, and both cover three subscales of equal length: efficacy for student engagement, for instructional strategies and for classroom management.
Respondents answer on a nine-point scale anchored at points from ‘nothing’ to ‘a great deal’. Subscale scores are item means, and a total score can also be computed; the scoring directions set out which items belong to each subscale on both forms. The forms, scoring directions and a permission letter are available on Anita Woolfolk Hoy’s website. A Turkish version, with both a 24-item and a 12-item form retaining the three-factor structure, was published by Çapa, Çakıroğlu and Sarıkaya (2005).