Scherer Ronny, Jansen Malte, Nilsen Trude, Areepattamannil Shaljan, Marsh Herbert W
University of Oslo, Faculty of Educational Sciences, Centre for Educational Measurement at the University of Oslo (CEMO), Oslo, Norway.
German Institute for International Educational Research (DIPF), Berlin, Germany.
PLoS One. 2016 Mar 9;11(3):e0150829. doi: 10.1371/journal.pone.0150829. eCollection 2016.
Teachers' self-efficacy is an important motivational construct that is positively related to a variety of outcomes for both the teachers and their students. This study addresses challenges associated with the commonly used 'Teachers' Sense of Self-Efficacy (TSES)' measure across countries and provides a synergism between substantive research on teachers' self-efficacy and the novel methodological approach of exploratory structural equation modeling (ESEM). These challenges include adequately representing the conceptual overlap between the facets of self-efficacy in a measurement model (cross-loadings) and comparing means and factor structures across countries (measurement invariance). On the basis of the OECD Teaching and Learning International Survey (TALIS) 2013 data set comprising 32 countries (N = 164,687), we investigate the effects of cross-loadings in the TSES measurement model on the results of measurement invariance testing and the estimation of relations to external constructs (i.e., working experience, job satisfaction). To further test the robustness of our results, we replicate the 32-countries analyses for three selected sub-groups of countries (i.e., Nordic, East and South-East Asian, and Anglo-Saxon country clusters). For each of the TALIS 2013 participating countries, we found that the factor structure of the self-efficacy measure is better represented by ESEM than by confirmatory factor analysis (CFA) models that do not allow for cross-loadings. For both ESEM and CFA, only metric invariance could be achieved. Nevertheless, invariance levels beyond metric invariance are better achieved with ESEM within selected country clusters. Moreover, the existence of cross-loadings did not affect the relations between the dimensions of teachers' self-efficacy and external constructs. Overall, this study shows that a conceptual overlap between the facets of self-efficacy exists and can be well-represented by ESEM. We further argue for the cross-cultural generalizability of the corresponding measurement model.
教师自我效能感是一个重要的动机性概念，与教师及其学生的多种结果呈正相关。本研究探讨了各国普遍使用的“教师自我效能感量表（TSES）”在测量过程中所面临的挑战，并在教师自我效能感的实证研究与探索性结构方程模型（ESEM）这一新颖的方法论之间实现了协同。这些挑战包括在测量模型中充分体现自我效能感各维度之间的概念重叠（交叉载荷），以及在不同国家间比较均值和因子结构（测量不变性）。基于经济合作与发展组织（OECD）2013年国际教学与学习调查（TALIS）数据集，该数据集涵盖32个国家（N = 164,687），我们研究了TSES测量模型中的交叉载荷对测量不变性检验结果以及与外部构念（即工作经验、工作满意度）关系估计的影响。为了进一步检验我们结果的稳健性，我们对三个选定的国家子群体（即北欧、东亚和东南亚以及盎格鲁 - 撒克逊国家集群）重复了32个国家的分析。对于2013年TALIS参与的每个国家，我们发现，与不允许交叉载荷的验证性因子分析（CFA）模型相比，ESEM能更好地体现自我效能感测量的因子结构。对于ESEM和CFA，都只能实现度量不变性。然而，在选定的国家集群中，ESEM能更好地实现超越度量不变性的不变性水平。此外，交叉载荷的存在并未影响教师自我效能感维度与外部构念之间的关系。总体而言，本研究表明自我效能感各维度之间存在概念重叠，且ESEM能够很好地体现这一点。我们进一步主张相应测量模型具有跨文化的普遍性。
