Abstract

This study aims to design a self-efficacy teaching scale for schoolwide climate (ADCE, in Spanish) for preservice teachers. Self-efficacy is a psychological construct that allows making prospective assessments of teacher’s abilities in school environments that require high motivation, perseverance, and initiative. The instrument was applied to a sample of 115 undergraduate pedagogy students enrolled at the University of Concepción, Chile. The design includes qualitative validations of students and experts and a quantitative validation assessment performed by exploratory factor analysis. The results show three latent factors (inclusion, collaboration, and democracy) that explain 56.5% of the variance with fit indices and with adequate reliability coefficients. In conclusion, the instrument and the factors examined are parsimonious with the theoretical construct applied and the results are in concordance with findings of similar studies.