Validating the personal accountability measure for Turkish teachers
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Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Taylor & Francis
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Objective: Although there is an emerging worldwide interest in understanding teacher accountability as a subjective reality, tools to measure this concept are not available in many countries. For this reason, this study aims to test the validity of using the Turkish version of the Personal Accountability Measure (PAM) on the Turkish K12 teacher population. Method: The entire dataset (n = 643) was randomly splitted into three subsets, and exploratory factor analysis (EFA) was conducted on Group 1 (n = 221), confirmatory factor analysis (CFA1) on Group 2 (n = 212), and a new CFA analysis for cross-validation on Group 3 (n = 210). Findings: These analysis validated the Turkish version as a two-factor/12-item structure, partially inconsistent with the English version. The subsequent analysis for internal consistency reliability, convergence, and discriminant validity provided adequate support for the valid use of the scale in measuring accountability dispositions for Turkish K12 teachers. Conclusion: The PAM-TR-12 can help educational psychologists and school leaders better assess and understand teacher accountability as subjective reality and develop interventions to improve teacher motivation, professional capacity, and well-being, thereby promoting a high quality school learning environment.
Açıklama
Anahtar Kelimeler
Teachers, Personal Accountability, Validation, Turkey
Kaynak
The Educational and Developmental Psychologist
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
-
Sayı
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