Abstract
Original language | English |
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Pages (from-to) | 805-821 |
Number of pages | 17 |
Journal | British Educational Research Journal |
Volume | 43 |
Issue number | 4 |
DOIs | |
Publication status | Published - Aug 2017 |
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Keywords
- Teacher Autonomous Behaviour
- Validation Study
- Confirmatory Factor Analysis
- Cross-validation
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The development and validation of a scale measuring teacher autonomous behaviour. / Evers, Arnoud; Verboon, Peter; Klaeijsen, Andrea.
In: British Educational Research Journal, Vol. 43, No. 4, 08.2017, p. 805-821.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - The development and validation of a scale measuring teacher autonomous behaviour
AU - Evers, Arnoud
AU - Verboon, Peter
AU - Klaeijsen, Andrea
N1 - DS_Citation:Evers, A. T., Verboon, P., & Klaeijsen, A. (2017). The development and validation of a scale measuring teacher autonomous behaviour. British Educational Research Journal 43(4), 805-821. doi:10.1002/berj.3291.
PY - 2017/8
Y1 - 2017/8
N2 - In the current study a multi-dimensional scale that measures teacher autonomous behaviour is presented. The scale is applicable across the following educational sectors: primary education, secondary education and vocational education. Based on an elaborate literature study, four theoretically relevant dimensions of teacher autonomous behaviour were derived. Psychometric characteristics of the instrument (note that the terms ‘scale’ and ‘instrument’ are used interchangeably in this article) were tested among a sample of Dutch teachers working in primary, secondary and vocational education (N = 1111). The validity of our instrument was tested in several ways. First, by performing confirmatory factor analysis, we tested the factorial structure, which confirmed the hypothesised four dimensions: (1) primary work processes in the class; (2) curriculum implementation; (3) participation in decision making at school; (4) professional development. Thereafter, we calculated the scale’s reliability, which appeared to be excellent. In addition, we tested for measurement invariance by cross-validating the study in the educational sectors mentioned above. Also, the convergent, divergent and predictive validity was investigated. Teacher autonomy appeared to predict workplace learning, more specifically experimenting, reflecting and school development. Finally, we investigated whether transformational leadership can facilitate teacher autonomy, which appeared to be the case. The results empirically confirm the four dimensions of teacher autonomous behaviour, which we derived from theory, and offer solid proof of the psychometric properties of our instrument. The instrument can be used by school leaders and policy makers to monitor autonomous behaviour. More generally, the development and use of this instrument helps us understand teacher autonomous behaviour and teacher professionalism.
AB - In the current study a multi-dimensional scale that measures teacher autonomous behaviour is presented. The scale is applicable across the following educational sectors: primary education, secondary education and vocational education. Based on an elaborate literature study, four theoretically relevant dimensions of teacher autonomous behaviour were derived. Psychometric characteristics of the instrument (note that the terms ‘scale’ and ‘instrument’ are used interchangeably in this article) were tested among a sample of Dutch teachers working in primary, secondary and vocational education (N = 1111). The validity of our instrument was tested in several ways. First, by performing confirmatory factor analysis, we tested the factorial structure, which confirmed the hypothesised four dimensions: (1) primary work processes in the class; (2) curriculum implementation; (3) participation in decision making at school; (4) professional development. Thereafter, we calculated the scale’s reliability, which appeared to be excellent. In addition, we tested for measurement invariance by cross-validating the study in the educational sectors mentioned above. Also, the convergent, divergent and predictive validity was investigated. Teacher autonomy appeared to predict workplace learning, more specifically experimenting, reflecting and school development. Finally, we investigated whether transformational leadership can facilitate teacher autonomy, which appeared to be the case. The results empirically confirm the four dimensions of teacher autonomous behaviour, which we derived from theory, and offer solid proof of the psychometric properties of our instrument. The instrument can be used by school leaders and policy makers to monitor autonomous behaviour. More generally, the development and use of this instrument helps us understand teacher autonomous behaviour and teacher professionalism.
KW - Teacher Autonomous Behaviour
KW - Validation Study
KW - Confirmatory Factor Analysis
KW - Cross-validation
U2 - 10.1002/berj.3291
DO - 10.1002/berj.3291
M3 - Article
VL - 43
SP - 805
EP - 821
JO - British Educational Research Journal
JF - British Educational Research Journal
SN - 0141-1926
IS - 4
ER -