Alicia A. Chaparro, Adriana Gamazo, J. C. Pérez-Moran
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引用次数: 2
摘要
本研究探讨了高中教育基本教学条件评估(ECEA-MS in Spanish)中与学校共存相关的项目的心理测量分析结果。进行了正态性、内部一致性和探索性因子分析，提取主轴因子和oblimin旋转。样本由参加2016年评估过程的11,863名高中教育教师组成。结果表明，有一些项目与学校共存的理论结构不相符，这应该为下一届ECEA的组成提供信息，以便在其结构中反映这些变化。
Teacher perceptions of coexistence in Mexican schools: An analysis of the internal structure of a national instrument (ECEA-MS)
This research work explores the results of the psychometric analysis of the items related to school coexistence within the Assessment of Basic Conditions for Teaching and Learning in Upper Secondary Education (ECEA-MS in Spanish). The analyses conducted were: normality, internal consistency and exploratory factor analysis with principal axis factoring extraction and oblimin rotation. The sample was composed of 11 863 upper secondary education teachers who participated in the 2016 assessment process. The results showed that there are items that do not correspond to the theoretical structure of school coexistence, which should inform the composition of the next ECEA so that it can reflect these changes in its structure.
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