Adaptation of the Teachers’ Self-Efficacy Expectations Scale for Supporting Chronically Ill School-Age Pupils: A Turkish Version

Abstract Introduction: Chronic illness is a long-term condition that can significantly affect pupils’ school lives. Teachers regularly interact with chronically ill pupils, making strong self-efficacy expectations essential for effective educational support. Kohlwage (2025) developed a scale to measure teachers’ self-efficacy in dealing with chronically ill pupils in German-speaking contexts. This study aims to translate this scale into Turkish and examine its validity and reliability. Methods: The adaptation process included translation and back-translation procedures to ensure linguistic equivalence in Turkish. Construct validity was evaluated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Results: The Turkish version of the scale demonstrated good construct validity and reliability. Both EFA and CFA confirmed the structural adequacy of the instrument, and Cronbach’s α coefficients indicated high internal consistency. Discussion: Findings suggest that the adapted scale can serve as a useful tool to evaluate teachers’ self-efficacy expectations when supporting pupils with chronic illnesses in Turkish educational contexts. Conclusions: The Turkish adaptation of the “Short scale on self-efficacy expectations of student teachers in dealing with chronically ill pupils” [Öğretmen Adaylarının Kronik Hastalığı Olan Öğrencilerle Başa Çıkma Sürecine Yönelik Özyeterlik Ölçeği- K-ÖZET], is a valid and reliable instrument that can be applied in further research and practice to assess and support teachers’ competencies.