SELF-EFFICACY IN SPECIAL EDUCATION: A PSYCHOMETRIC PERSPECTIVE FOR CURRICULUM SPECIALIST TEACHERS

Abstract

This chapter investigates the self-efficacy of Curriculum Specialist Teachers (PECs) in Special Education, a vital construct from Bandura's Social Cognitive Theory. The aim was to adapt the Self-efficacy Scale in Higher Education (AEFS) for the context of job performance, resulting in the Self-Efficacy Scale in Function Performance – Education Context (EAEF-Educ), and to analyze its psychometric properties. Sixty-six PECs from São Paulo's state network participated. Confirmatory and exploratory factor analyses (EGA and bootEGA) were employed. The original factor structure of the AEFS was not confirmed in the EAEF-Educ. EGA indicated a five-factor solution with adequate fit and reliability indices. A new nomenclature for these factors is proposed, reflecting dimensions such as knowledge application, social interaction, goal setting, compliance with external demands, and problem-solving. Results indicate a predominance of moderate self-efficacy and the presence of low levels, highlighting the need for interventions to strengthen these beliefs, optimizing PECs' professional development and enhancing Special Education policies.