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

Autor/inn/en	Alkan, Muhammet Fatih; Mavis Sevim, Fazilet Özge; Evers, Arnoud T.
Titel	Factor Structure and Measurement Invariance of the Teacher Autonomous Behavior Scale in Turkey
Quelle	In: Journal of Psychoeducational Assessment, 41 (2023) 7, S.777-795 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alkan, Muhammet Fatih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829231186229
Schlagwörter	Factor Structure; Error of Measurement; Professional Autonomy; Behavior Rating Scales; Likert Scales; Foreign Countries; Test Validity; Elementary School Teachers; Secondary School Teachers; Turkey + Suchen Sie Ihr Suchwort? Faktorenstruktur; Messfehler; Berufsfreiheit; Likert-Skala; Ausland; Testvalidität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Türkei
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01