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

Erdağ, Coşkun

doi:10.1108/ijem-08-2019-0317

Cited by 3 publications

(2 citation statements)

References 31 publications

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“…, 2010; Wu et al ., 2013), Turkey (e.g. Erdağ, 2021a; Erdağ, 2021b; Buluç, 2009; Kalkan, 2016), the Philippines (Branganza, 2016) and South and Central America (Gray and Summers, 2015), there are few studies concerning the context of mainland China. Thus, there is a scope to validate and develop the ESS in the context of mainland China.…”

Section: Methodsmentioning

confidence: 99%

Assessing the validity and reliability of enabling structure scale in mainland China

Zhang,

Tsang

2024

IJEM

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PurposeDeveloping an enabling bureaucratic structure for school organization has been an important aim of education governance reforms in China, like many societies across the globe, since the 1990s. However, there is a lack of valid measures to investigate the extent to which the Chinese education governance reforms facilitate the development of the enabling structure of school bureaucracy and examine the antecedents and consequences of enabling school bureaucracy. Thus, the study was conducted to validate the Chinese version of the Enabling Structure Scale (ESS-Ch), which is used to assess school bureaucracy in China.Design/methodology/approachThe study surveyed 1,146 teachers enrolled in professional development courses provided by a Beijing university. The validation process involved two phases. In the first phase, the sample was divided into three subgroups for exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and cross-validation. In the second phase, reliability and validity were assessed utilizing the entire sample.FindingsIt indicated a four-factor model of the ESS-Ch: enabling formalization, coercive formalization, enabling centralization and hindering centralization. Factor loadings ranged from 0.72 to 0.88, composite reliabilities ranged from 0.82 to 0.95 and values of average variance extracted ranged from 0.61 to 0.80.Research limitations/implicationsThe study contributes to the international literature by validating the ESS-Ch so as to provide a standard measure that can be applied in comparative studies on enabling school bureaucracy between Chinese and Western cultures.Originality/valueThe study is original by validating the ESS-Ch based on a sample of 1,146 teachers in China.

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Section: Methodsmentioning

confidence: 99%

Assessing the validity and reliability of enabling structure scale in mainland China

Zhang,

Tsang

2024

IJEM

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“…, 2018), personal accountability of teachers (e.g. Erdağ, 2020) and leadership (e.g. Kairys, 2018), with research pointing towards a further possibility of gender differences in the area of work ethic (e.g.…”

Section: Introductionmentioning

confidence: 99%

An examination of the levels of work ethic in the university context across the United States of America, Korea and China

Krskova

Breyer

2023

IJEM

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PurposeThe purpose of this paper is to examine individuals' levels of work ethic amongst current and recent university attendees across three countries. This article presents the results of a survey of 537 respondents from the United States of America, Korea and China, thus extending the previous research into work ethic, often conducted from a Western perspective. The comparative study aims to enhance the understanding of cross-cultural and gender differences and similarities whilst probing for the levels of work ethic amongst the respondents.Design/methodology/approachA comparative research method was adopted because the authors' aim was to probe similarities and differences across three societies. Multiple analysis of variance (ANOVA) and t-tests were utilised to explore gender and country-related differences. Cluster analysis was applied to probe for segments highly similar to each other in the levels of work ethic of the respondents.FindingsThe results confirm the hypothesised differences between countries as well as across gender groups, with American females having the highest levels of work ethic, closely followed by Chinese males and females. Three distinct segments – low, medium and high levels of work ethic – were found in all three countries, indicating that there are individuals in each of the societies who could benefit from strategies for increasing the individuals' levels of work ethic.Originality/valueNovel gender comparisons of the three country groups revealed American females as having the highest levels of work ethic and Korean females the lowest, whilst the identification of clusters of low, medium and high levels of work ethic provides evidence of the need to increase levels of work ethic to enhance productivity, regardless of the country of origin.

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Validating the Chinese Version of the Personal Accountability Measure for Assessing Teachers’ Perceptions and Experiences of Teacher Accountability in China

Tsang

Zhang

Teng

et al. 2023

Behavioral Sciences

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The study aims to validate the Chinese version of Personal Accountability Measure (PAM-Ch), which is used to assess the subjective aspect of teacher accountability, by surveying 1146 teachers enrolled in professional development courses offered by a public university in Beijing. The validation process involved two phases. First, the samples were randomly divided into three subgroups—for subgroup 1 (n = 390), exploratory factor analysis was computed; for subgroup 2 (n = 359), confirmatory factor analysis (CFA) was computed; and, for subgroup 3 (n = 381), a new CFA was performed for cross-validation. Second, Cronbach’s α, composite reliability (CR), average variance extracted (AVE), maximum shared variance (MSV), and average shared variance (ASV) were calculated for testing the reliability and validity. Throughout the process, three measurement models were tested for the adaptation of the PAM-Ch in this study. The results found that Model 2 was the best fit for the data, whose factor loadings ranged from 0.72–0.95 for internal accountability (factor 1) and 0.75–0.89 for external accountability (factor 2). The CRs of these two factors were 0.963 and 0.916, respectively, and the AVE values were 0.790 and 0.645, respectively, indicating that the PAM-Ch is a reliable and valid measure.

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

Cited by 3 publications

References 31 publications

Assessing the validity and reliability of enabling structure scale in mainland China

Assessing the validity and reliability of enabling structure scale in mainland China

An examination of the levels of work ethic in the university context across the United States of America, Korea and China

Validating the Chinese Version of the Personal Accountability Measure for Assessing Teachers’ Perceptions and Experiences of Teacher Accountability in China

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