Motivación de los Profesores para la Enseñanza en la Educación Superior: Validación Portuguesa de un Cuestionario

Correspondence address: Leandro Silva Almeida. Universidade do Minho. Centro de Investigação em Educação. Campus de Gualtar, Braga - 4710-057, Portugal. E-mail: leandro@ie.uminho.pt

Leandro Silva Almeida, PhD, is a Professor of University of Minho, Braga, Portugal.

Maria Alfredo Moreira, PhD, is a Professor of University of Minho, Braga, Portugal.

Suzana Nunes Caldeira, PhD, is a Professor of University of Azores, Ponta Delgada, Portugal.

Sara Medeiros Soares, MA, is a Volunteer Researcher of University of Azores, Ponta Delgada, Portugal.

Natascha van Hattum-Janssen, PhD, is a Quality Assurance Officer of Saxion University of Applied Sciences and Senior Researcher at the University of Twente, Enschede, the Netherlands.

Gerda J. Visser-Wijnveen, PhD, is the Quality Assurance Manager of the Anton de Kom University of Suriname, Paramaribo, Suriname.

Authors’ Contribution: All the authors made substantial contributions to the conception and design of this study, to data analysis and interpretation, and to the manuscript review and approval of the final version. All the authors assume public responsibility for the content of the manuscript.

Associate editor: Luciana Mourão Cerqueira e Silva

Item	Our item No.	Original item No.
Personal efficacy: context
I am absolutely confident that I have a sufficiently good knowledge of the content to teach this course module. [Tenho a certeza que possuo os conhecimentos suficientes da matéria para ensinar esta unidade curricular/ Ik heb er alle vertrouwen in dat ik voldoende inhoudelijke kennis heb om het onderwijs van dit opleidingsonderdeel te verzorgen]	3	1
I am sure that I have the necessary skills to teach this course module. [Tenho a certeza que possuo as capacidades necessárias para ensinar esta unidade curricular/ Ik ben er zeker van dat ik over de nodige vaardigheden beschik om dit opleidingsonderdeel te verzorgen]	8	6
I am absolutely confident that I have sufficient didactic knowledge to teach. [Tenho toda a confiança no meu conhecimento didático para ensinar esta unidade curricular/ Ik heb er alle vertrouwen in dat ik voldoende didactische kennis heb om onderwijs te verzorgen]	14	11
I am absolutely confident that my students are learning something from me in this course module. [Tenho a certeza que os alunos aprendem comigo nesta unidade curricular/ Ik heb er alle vertrouwen in dat studenten van mij leren in dit opleidingsonderdeel]	20	22
Personal efficacy: general
I think that I am quite a good teacher. [Acho que sou bastante eficaz a ensinar/ Ik denk dat ik vrij goed ben in lesgeven]	21	16
Now that I’ve been teaching for a while, I think that I am a competent teacher. [Avaliando o meu percurso docente, sinto-me um(a)professor(a) competente/ Nu ik reeds een tijdje lesgeef, voel ik mij daarin competent]	7	25
I am satisfied with my competencies as a teacher. [Estou satisfeito(a) com as minhas competências para ensinar/ Ik ben tevreden over mijn competenties inzake lesgeven]	10	28
I have a talent for teaching. [Tenho vocação para ensinar/ Ik ben onderlegd in lesgeven]	1	31
I am not a very good teacher. [Não me sinto confiante a ensinar/ Ik kan niet zo goed lesgeven] (R)	17	33
Interest
I really enjoy teaching. [Gosto muito de dar aulas/ Ik geef zeer graag les]	9	14
Teaching is fun. [Dar aulas é, para mim, divertido/ Lesgeven is leuk]	2	19
Teaching is a boring activity. [Dar aulas é aborrecido/ Lesgeven is een vervelende activiteit] (R)	16	23
Teaching is a very interesting activity. [Dar aulas é uma atividade muito interessante/ Lesgeven is een zeer interessante activiteit]	19	29
Teaching is fairly enjoyable. [Dar aulas é, para mim, bastante agradável/ Lesgeven is vrij plezierig]	23	32
When I am teaching, I notice that I enjoy it. [Quando estou a ensinar, apercebo-me que estou a gostar/ Terwijl ik lesgeef, komt het in mij op dat ik dat graag doe]	6	34
Effort
I put a lot of energy into my teaching. [Dedico-me muito às tarefas de ensino/ Ik steek veel energie in mijn onderwijstaak]	15	15
I try my absolute best in my teaching duties. [Eu dou o meu melhor nas tarefas de ensino/ Ik doe erg mijn best voor mijn onderwijstaken]	12	24
It’s important to me to be a good teacher. [É importante para mim dar boas aulas/ Ik vind het voor mezelf belangrijk om goed les te geven]	4	27
I don’t put a lot of effort into my teaching. [Não me esforço muito nas minhas tarefas de ensino/ Ik steek niet zoveel energie in mijn onderwijstaak] (R)	25	30
Teaching efficacy
How much a student learns is determined more by innate talent than by teaching. [O que um aluno aprende é mais determinado pela sua capacidade natural do que pela atividade de ensino/ Hoeveel een student leert is sterker bepaald door genetische aanleg dan door onderwijs]	5	2
How well a student performs is more strongly determined by genetic factors than by teaching. [A qualidade do desempenho dos(as) alunos(as) deve-se mais às suas capacidades genéticas do que à atividade de ensino/ Hoe goed een student presteert is sterker bepaald door erfelijkheidsfactoren dan door onderwijs]	13	7
If a student performs well, this is usually due to his or her innate abilities. [Se um(a) aluno(a) tem um bom desempenho é geralmente devido às suas capacidades inatas/ Als een student goed presteert is dat veelal te wijten aan zijn/haar aangeboren capaciteiten]	22	12
Outcome efficacy
When a student performs better, very often this is just because I have made an extra effort. [Se os resultados dos(as) alunos(as) melhoram, é porque eu descobri uma abordagem de ensino mais eficaz/ Wanneer een student beter presteert dan gewoonlijk is dat vaak omdat ik een extra inspanning leverde]	24	3
When a student achieves a better score than he or she usually gets, this is often because I have found a better way to help that student. [Quando um aluno meu ou uma aluna minha tem um desempenho melhor do que o habitual, esse desempenho deve-se ao meu maior esforço/ Wanneer een student een betere score behaalt dan hij/zij gebruikelijk doet, is dat vaak omdat ik een betere manier vond om die student te begeleiden]	11	8
If students’ scores improve, that is usually because I have found a more effective teaching approach. [Quando um(a) aluno(a) obtém um melhor resultado do que o habitual é geralmente porque encontrei uma forma melhor de o(a) orientar/ Als de scores van studenten verbeteren is dat veelal omdat ik een meer effectieve onderwijsaanpak ontdekte]	18	13

	CMIN/df	CFI	TLI	RMSEA	SRMR
Portuguese Model (before modifications)	4.930	.888	.946	.080 [.076 - .084]	1.784
Portuguese Model (without item 1)	4.551	.958	.953	.76 [.071 - .080]	.57

Sub-scales	No. of items	Min - Max	M	SD	Ordinal α	ω
Personal efficacy	8	1.88 - 6.00	5.18	.59	.921	.886
Interest	6	1.00 - 6.00	5.26	.71	.932	.911
Effort	4	1.00 - 6.00	5.33	.79	.881	.843
Teaching efficacy	3	1.00 - 6.00	3.02	1.00	.830	.759
Outcome efficacy	3	1.00 - 6.00	3.83	.86	.839	.768
General	24	2.13 - 5.79	4.78	.51	.930	.944

[1] Correspondence address: Leandro Silva Almeida. Universidade do Minho. Centro de Investigação em Educação. Campus de Gualtar, Braga - 4710-057, Portugal. E-mail: leandro@ie.uminho.pt

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Motivación de los Profesores para la Enseñanza en la Educación Superior: Validación Portuguesa de un Cuestionario

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