Examining Preschool Teachers’ Self-Efficacy: Validation of the Self-Efficacy Scale of the ORA Questionnaire

Abstract

Research on teacher self-efficacy is extensive; however, in the specific pedagogical context of early childhood education in Hungary, measurement tools necessary for comprehensive understanding are only limitedly available. At the same time, the pedagogical decisions and everyday interactions of preschool teachers play a crucial role in children’s early development. The aim of this study is to adapt and examine the psychometric properties of the self-efficacy scale of the ORA questionnaire in the Hungarian early childhood education context. The research was based on a questionnaire survey involving 234 preschool teacher students. During data analysis, the reliability of the scale was assessed using Cronbach’s alpha, while its internal structure was examined through exploratory factor analysis.

The results indicate that the scale demonstrated high internal consistency (α = 0.855), and a dominant factor was identified, suggesting a unified, global dimension of preschool teacher self-efficacy. At the same time, correlations between dimensions indicate that self-efficacy is internally differentiated and encompasses perceptions of competence related to different pedagogical domains. Descriptive statistical results show a high level of self-efficacy in the examined sample, particularly in supporting active learning. Overall, the findings suggest that the instrument has a stable internal structure and may be suitable for assessing preschool teacher self-efficacy.

The results are consistent with theoretical approaches to teacher self-efficacy, according to which it can be interpreted both as a unified construct and as a context-dependent, differentiated phenomenon. The study contributes to a more precise understanding of the concept of preschool teacher self-efficacy and to the psychometric validation of a measurement instrument applicable in the Hungarian context.