Teacher self-efficacy is a crucial personal characteristic that is important not only for teachers' well-being but also for the overall teaching and learning. However, the difficulty to ascertain scalar invariance in the measurement of the construct has beset previous attempts of cross-cultural comparisons. This study implements an alignment optimisation method to compare and rank mean teacher self-efficacy of over 150,000 teachers across 48 countries and economies that participated in the Teaching and Learning International Survey (TALIS) that was conducted 2018. The findings show that Columbia, Portugal, United Arab Emirates, Hungary, and South Africa have teachers with the highest mean self-efficacy. On the flip side, Czech Republic, Estonia, Chinese Taipei, Norway, and Japan have teachers with the least mean self-efficacy. Additionally, the findings provide a framework for direct comparisons between countries based on the mean teacher self-efficacy. The researcher believes that policymakers, research and development centres, and other education stakeholders will take a cue from the findings of the present study to identify and investigate countries with high self-efficacy teachers for improved teacher self-efficacy in own country.
Keywords: Alignment optimisation method; Latent mean comparison; Scalar invariance; TALIS 2018; Teacher self-efficacy.
© 2021 The Author(s).