Development and Validation of the Instructional Supervision Sense of Efficacy Scale

The knowledge and skills needed to effectively serve as an instructional supervisor have been well-documented (Cogan, 1973; Glickman et al., 2014; Zepeda & Ponticell, 2018). However, there is a gap in the literature regarding the self-efficacy of instructional supervisors in facilitating teacher growth through reflective practices. Bandura (1997) defined efficacy as one’s belief in one’s abilities to perform a given task, while Tschannen-Moran et al. (1998) explored teachers’ beliefs in their impact on student learning and behavior. This manuscript introduces the Instructional Supervision Sense of Efficacy Scale (ISSES), developed as part of the Instructional Supervision for Educational Excellence in Belize (i-SEE Belize) project, funded by a 2020 CARSI grant. An exploratory factor analysis using principal axis factoring with promax rotation was conducted to investigate the latent structure of the ISSES, providing insights into the self-efficacy of instructional supervisors.