Do Turkish teachers feel personal accountability the same way? Measurement invariance and latent mean comparisons across gender, tenure, teacher branches and school grades

dc.contributor.authorErdağ, Coşkun
dc.date.accessioned2021-06-25T12:05:44Z
dc.date.available2021-06-25T12:05:44Z
dc.date.issued2021
dc.departmentEğitim Fakültesi
dc.description.abstractPurpose The primary purpose of this study is to test the measurement invariance and the latent mean differences of the personal accountability measure (PAM) constructs. Design/methodology/approach Obtained through the Turkish version of the PAM from a random sample of 453 teachers working in elementary and secondary schools in Aksaray province, data were analyzed using multigroup confirmatory factor analysis (CFA) to test the measurement invariance and latent mean differences of the internal and external accountability constructs across gender, tenure, school grade and teacher branches, respectively. Findings Teacher internal and external accountability constructs were demonstrated in this study to be fully equivalent across gender and tenure, and partially equivalent across school grade and teacher branches. Latent mean comparisons showed that less-experienced tenure teachers, class teachers and ESL teachers in Turkey felt more internally accountable compared to their peers in other groups. No significant latent mean differences of teacher external accountability were observed across genders, tenures, school types or teacher branches. Originality/value This study contributes to research by providing further valuable information on the equivalencies of the external and internal accountability constructs across gender, tenure, school grade and branch for future research studying multigroup comparisons and structural relationships of personal accountability constructs. It also provides school principals and policymakers with more accurate, multigroup comparisons of teacher external and internal accountability dispositions across gender, tenure, school grade and branch.
dc.identifier.doi10.1108/IJEM-08-2019-0317
dc.identifier.endpage466en_US
dc.identifier.issue2en_US
dc.identifier.scopusqualityQ1
dc.identifier.startpage451en_US
dc.identifier.urihttps:/dx.doi.org/ 10.1108/IJEM-08-2019-0317
dc.identifier.urihttps://hdl.handle.net/20.500.12451/8188
dc.identifier.volume35en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEmerald Publishing
dc.relation.ispartofInternational Journal of Educational Management
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectPersonal Accountability
dc.subjectMeasurement Invariance
dc.subjectLatent Mean Comparison
dc.subjectGender
dc.subjectSchool Context
dc.titleDo Turkish teachers feel personal accountability the same way? Measurement invariance and latent mean comparisons across gender, tenure, teacher branches and school grades
dc.typeArticle

Dosyalar

Lisans paketi
Listeleniyor 1 - 1 / 1
[ X ]
İsim:
license.txt
Boyut:
1.44 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama: