Abstract
This exploratory study gives a comprehensive description on factor structure of teacher’s sense of self-efficacy. The goal of this study is to develop a scale on measuring the teacher’s sense of self-efficacy. In this design, both qualitative and quantitative data were collected. The research participants included seven (7) teachers for in-depth interviews and ten (10) teachers for focused group discussion. The constructed survey questionnaire from the qualitative interview was disseminated to two hundred 30 elementary and secondary teachers in Matalam North District. Results revealed from the Exploratory Factor Analysis (EFA) three underlying dimensions occur from the teacher’s self-efficacy such as classroom management, increased student achievement, and positive feedback from colleagues. Based on the reliability test score revealed on the teacher’s self-efficacy is very high with an overall Cronbach’s Alpha value of .817. It implies that the scale or questionnaire used in the study contains reliable items or questions that consistently measure the relevant construct. Further, the final instrument which can be used to measure the teacher’s self-efficacy contains 3 dimensions with a total of 24 items. In addition, it was suggested that a new tool be created for future references.