Uma perspectiva de rede psicométrica em ciências sociais: investigar as medidas de autoeficácia na Educação Especial

Abstract

Objective: To adapt the Self-Efficacy in Higher Education Scale (AEFS) to the context of self-efficacy in the exercise of function of Specialist Curriculum Teachers (PECs) and to investigate the psychometric properties of the adapted scale. Method: The AEFS was adapted for the special education context, generating the Self-Efficacy Scale in the Exercise of Function - Education Context (EAEF - Educ). The sample consisted of 66 PECs from the São Paulo state school system. Confirmatory and exploratory factor analyses were carried out, as well as reliability analyses using Cronbach's alpha, McDonald's omega and composite reliability indices. Results: The original factor structure of the AEFS, consisting of five factors, was not confirmed in the EAEF - Educ by means of confirmatory factor analysis. The exploratory analysis (EGA and bootEGA) indicated a five-factor solution with adequate fit indices (CFI, TLI and RMSEA) and reliability. A new nomenclature was proposed for the factors, based on the content of the items: Self-efficacy in Applying Knowledge and Professional Training; Self-efficacy in Social Interaction and Professional Development; Self-efficacy in Setting Goals and Expressing Opinions; Self-efficacy in Meeting External Demands; and Self-efficacy in Problem Solving and Resource Finding. Conclusions: The EAEF - Educ showed evidence of validity and reliability for the sample studied. The results point to directions for future studies with larger samples and in different educational contexts, as well as practical interventions aimed at strengthening the self-efficacy beliefs of CSPs. The adaptation and validation of the EAEF-Educ provides a reliable instrument for measuring self-efficacy in the exercise of functions in the education sector. By making it possible to assess this construct in curriculum specialist teachers, the study contributes to the development of strategies aimed at strengthening the self-efficacy of these professionals. Greater self-efficacy among CSPs in special education can have a positive impact on the quality of teacher training, the implementation of special educational policies and, consequently, the improvement of teaching. The results obtained provide support for institutional actions aimed at improving the performance of special education CSPs and promoting a more effective and inclusive educational environment.