Factor Structure and Measurement Invariance of the Teacher Autonomous Behavior Scale in Turkey

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2023-06-27 DOI:10.1177/07342829231186229
M. F. Alkan, Fazilet Özge MAVİŞ SEVİM, A. Evers
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Abstract

Teacher autonomy positively impacts various profession-related variables, including professional self-efficacy, motivation, job satisfaction, organizational commitment, teacher success, and job performance. The development and adaptation of sound instruments will contribute to achieving a complete understanding of teachers’ autonomous behavior and its underlying mechanism. Thus, based on an extensive literature review and earlier research findings, Evers, Verboon, and Klaeijsen developed a promising tool to measure the autonomous behaviors of teachers. The purpose of the current study was to further examine the factor structure of the Teacher Autonomous Behavior Scale for a Turkish sample ( n = 711). Although the comparison of diverse models revealed ambiguous results, examination of bifactor indices revealed that the instrument was essentially unidimensional, unlike the original correlated four-factor model. Thus, a unidimensional model with four parcels was recommended. Correlations of Teacher Autonomous Behavior with other constructs provided evidence to support convergent and discriminant validity. Multigroup CFA revealed strict measurement invariance across gender and school stages in the Turkish sample while it demonstrated configural and metric invariance across Turkish and Dutch teachers.
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土耳其教师自主行为量表的因子结构和测量不变性
教师自主性对各种职业相关变量产生积极影响,包括职业自我效能感、动机、工作满意度、组织承诺、教师成功和工作绩效。乐器的发展和适应将有助于全面了解教师的自主行为及其潜在机制。因此,基于广泛的文献综述和早期的研究结果,Evers、Verbon和Klaeijsen开发了一种很有前途的工具来衡量教师的自主行为。本研究的目的是进一步检验土耳其样本(n=711)的教师自主行为量表的因素结构。尽管对不同模型的比较显示出模糊的结果,但对双因子指数的检查显示,与最初的相关四因子模型不同,该工具本质上是一维的。因此,建议使用具有四个地块的一维模型。教师自主行为与其他结构的相关性为支持收敛有效性和判别有效性提供了证据。在土耳其样本中,多组CFA在性别和学校阶段表现出严格的测量不变性,而在土耳其和荷兰教师中表现出结构和度量不变性。
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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