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    Tytuł:
    Development of a Teacher Grit Scale (TGS): Predicting the Performance of Educators in the Philippines
    Autorzy:
    Baraquia, Lee G.
    Powiązania:
    https://bibliotekanauki.pl/articles/1963536.pdf
    Data publikacji:
    2020-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    factor analysis
    performance
    teachers’ grit
    Opis:
    The study aims to develop and validate a Teacher Grit Scale and determine its predictive validity for performance. This quantitative research utilized exploratory, confirmatory, and regression analyses based on data from 1425 teachers of the Department of Education, Philippines. Exploratory factor analysis established the factorial validity of a 2-factor structure as compared to 3-factor and 4-factor models. Confirmatory factor analyses from Region IX and Region X of the Department of Education reveal strong cross-validation between the 2-factor models and the data using goodness-of-fit indices. These outcomes show that the factors describing grit are: (1) Perseverance in Teaching and (2) Passion and Purpose in Teaching. Grit relates significantly to teacher performance. However, only the first dimension of grit - perseverance in teaching, established predictive validity with performance.
    Źródło:
    The New Educational Review; 2020, 60; 165-177
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Measuring Teachers’ Reflection: Development and Validation of a Reflective Teaching Test
    Autorzy:
    Moghaddam, Rokhsareh Ghorbani
    Powiązania:
    https://bibliotekanauki.pl/articles/24964665.pdf
    Data publikacji:
    2023-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    reflective teaching
    test
    factor analysis
    reliability
    validity
    Opis:
    As the importance of reflective teaching is increasingly acknowledged, the need for its assessment is seen more essential. This study designed and validated a scale measuring reflective teaching in an EFL context. In doing so, a test comprising of 24 scenarios in a multiple-choice format was developed and administered to 120 Iranian EFL teacher participants. The scale’s reliability was obtained to be 0.75 using Cronbach’s alpha. In order to determine the construct validity of the tentative test, it was subjected to a series of factor analysis. The findings showed that the newly designed test could be used to measure reflective teaching. Some implications were suggested in the context of language teaching.
    Źródło:
    The New Educational Review; 2023, 74; 89-111
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Student Teachers’ Professional Identity: Research in the Republic of Serbia
    Autorzy:
    Ristanović, Dušan
    Stojanović, Biljana
    Živković, Predrag
    Powiązania:
    https://bibliotekanauki.pl/articles/1971993.pdf
    Data publikacji:
    2018-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    student teacher
    professional identity
    factor analysis
    concurrent validity
    Opis:
    Building professional identities of student teachers at the beginning of their vocational education and professional training provides opportunities to explore diversity of practice and provide external support. In the available literature, there is only a small number of studies that explore the professional identity of pre-service and student teachers. The main problem of this research is to examine self-reported attitudes toward student teachers’ professional identity dimensions. The second aim of the presented study was examining the reliability and concurrent validity of the Student Teachers Professional Identity Scale (Fisherman & Abbot, 1998), which was used for the first time in Serbia. The initial sample of respondents consisted of 158 students from the Faculty of Pedagogical Sciences. Results indicate that university students perceive teaching roles more as a specific job and not as a profession. They are goal-directed towards their job as teachers and perceive their practice as a part of their studies and not as a result of their professional identity development as teachers. The mentioned scale (for one-factor solution with the satisfactory criterion of confirmatory factor analysis) obtained very good reliability (α = .935) and concurrent validity indicators and values. Researching professional identity at early career stages can help educators to emphasize the multidimensionality and complexity of the teaching profession.
    Źródło:
    The New Educational Review; 2018, 51; 221-231
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Instructors’ Engagement or Non-Engagement in Research: Towards Construct Development
    Autorzy:
    Celesio, Gilbert A.
    Powiązania:
    https://bibliotekanauki.pl/articles/1963659.pdf
    Data publikacji:
    2020-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    research engagement
    research non-engagement
    exploratory factor analysis
    Opis:
    Teaching, community involvement, and conducting research are the three functions of higher education institutions (HEIs). This exploration aims to develop constructs of instructors’ engagement or non-engagement in research as basis for developing a training framework. This study employed exploratory factor analysis. Eighty-four (84) instructors answered the questionnaires. The findings revealed four (4) factors of instructors’ research engagement: administrative support, recognition and promotion, motivation, and institutional requirement. It further showed instructors’ non-engagement in research could be due to four (4) factors such as time constraints, lack of experience and training, financial limitation, and lack of motivation. The scales have copious sampling adequacy and a high level of reliability. The instruments can be useful in assessing the level of instructors’ engagement and non-engagement in research.
    Źródło:
    The New Educational Review; 2020, 62; 157-171
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Validity and Reliability Study of the Czech Version of the Motivated Strategies for Learning Questionnaire (MSLQ)
    Autorzy:
    Jakešová, Jitka
    Powiązania:
    https://bibliotekanauki.pl/articles/2028758.pdf
    Data publikacji:
    2014-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    adaptation of MSLQ
    motivational aspects of self-regulated learning
    construct validity: exploratory factor analysis (EFA)
    confi rmatory factor analysis (CFA)
    internal consistency
    Opis:
    This study reports on the validation of the Motivated Strategies for Learning Questionnaire (MSLQ), a self-report, Likert-scaled instrument, developed by Pintrich et al. (1991). The instrument consists of two sections, i.e., motivation in the process of self-regulated learning and the learning strategies of university students. The adaptation concerned only the first section, the learning strategies section was not part of the adaptation. The sample consisted of 284 students of the Faculty of Humanities at Tomas Bata University in Zlín (256 women and 28 men). The average age was 24, ranging from 19 to 49, with a standard deviation of 6.4 years. Within the adaptation of the MSLQ for the Czech educational environment, the exploratory and confirmatory factor analyses, Cattell’s scree test and parallel Monte Carlo analysis were performed. As a result, a 3-factor model was generated. The motivation scales tap into three broad areas: (1) expectancy (represented by academic self-efficacy; 4 items), (2) value (represented by task value; 6 items), and (3) affect (represented by test anxiety; 7 items). The internal consistency (Alphas) of the subscales varies from 0.76 to 0.84. Significant correlation between Academic self-efficacy and Task value subscales was.377. The results correspond to the theoretical model.
    Źródło:
    The New Educational Review; 2014, 35; 54-65
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Validity and Reliability of the Questionnaire Learning Environment of Numeracy
    Autorzy:
    Mayang Sari, Cynthia
    Ridwan, Achmad
    Sastrawijaya, Yuliatri
    Rahmawati, Yuli
    Powiązania:
    https://bibliotekanauki.pl/articles/29520979.pdf
    Data publikacji:
    2024-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    learning environment of numeracy
    Rasch model
    Confirmatory Factor Analysis
    Opis:
    This study aims to assess the validity and reliability of the Questionnaire Learning Environment of Numeracy (QLEN) which consists of 60 items. The research was conducted on 264 students in the pilot study and 566 students in the extensive stage from six junior high schools in Central Kalimantan Province Indonesia. Analysis was conducted using confirmatory factor analysis and the Rasch model. The result showed that 58 items were valid and fit the Rasch model, item reliability value of 0.99 and a person reliability of 0.98. Thus, QLEN is a valid and reliable instrument to measure the numeracy learning environment.
    Źródło:
    The New Educational Review; 2024, 75; 152-163
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Validation of the inclusive competences scale for educators (InComSEdu)
    Autorzy:
    Štemberger, Tina
    Kiswarday, Vanja Riccarda
    Powiązania:
    https://bibliotekanauki.pl/articles/2004960.pdf
    Data publikacji:
    2016-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    preschool educators
    inclusive competences
    scale
    factor analysis
    internal consistency
    validation
    Opis:
    The study aimed to construct and validate the Inclusive Competences Scale for educators (InComSedu). The basis for item generation was the “Profile of Inclusive Teachers”, a document developed by the european Agency for Special Needs and Inclusive education. Items were measured on a 5-point Likert scale. In order to test the validity and internal consistency of the scale, item analysis, exploratory and confirmatory factor analysis and Cronbach’s α were used. on a sample of Slovenian educators factor analyses proved the InComSedu had seven subscales: Team working and cooperation with others, Implementing knowledge about inclusive education and support, reflecting on and learning from inclusive practice, optimising challenges and approaching interdisciplinary, Accepting professional responsibility for each child’s development, Promoting resilience and professionality, and empowering children’s life skills. results indicate that InComSedu is a valid and reliable instrument for the evaluation of inclusive competences among educators.
    Źródło:
    The New Educational Review; 2016, 44; 243-254
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring the Moral Competencies of Gifted Students: Validation of Moral Competency Inventory - MCI
    Autorzy:
    Letić, Milena M.
    Lungulov, Biljana S.
    Powiązania:
    https://bibliotekanauki.pl/articles/1963600.pdf
    Data publikacji:
    2020-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    domains of gift edness
    moral competencies
    MCI
    factor analysis
    Serbia
    Opis:
    Starting from the modern understanding of giftedness as a domain-specific personality quality, research was conducted to determine the moral competencies of gifted students in different domains and to examine the psychometric characteristics of the adapted version of Moral Competency Inventory - MCI on a sample of 473 respondents. The results indicate that the original four-factor structure has been confirmed and that the MCI is a reliable and valid instrument suitable for application in other educational contexts as well. It was found that students gifted in different domains differ from each other when it comes to integrity and that this property is most developed in students gifted in the field of sports, then music, mathematics, and finally, visual arts. Such results indicate the importance and need for continuous professional guidance and intentional moral education of gifted students.
    Źródło:
    The New Educational Review; 2020, 61; 156-167
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Factors Influencing Students’ Choice of a B-school
    Autorzy:
    Charles, Vincent
    Gherman, Tatiana
    Powiązania:
    https://bibliotekanauki.pl/articles/2031722.pdf
    Data publikacji:
    2014-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    business schools
    business studies
    curricula
    emerging markets
    factor analysis
    higher education
    Opis:
    The presented study is a primary initiative in the Peruvian literature for understanding the factors which influence undergraduate students´ choice of a B-school offering a Master´s Degree in Business Administration. A self-administered questionnaire and focus group discussions were used in order to collect data from 700 respondents, with a usable response rate of 92%. Analysis of the data was carried on through exploratory factor analysis. The seven revealed factors which accounted for 63.2082% of the total variance were: Corporate Social Responsibility, Essentials of an MBA Program, Quality Yardsticks, Entrepreneurship, Location, MBA Technical Specifications, and Physical Facilities. Entrepreneurship education should be addressed primarily, as entrepreneurship is vital for economic growth in Peru. In order to raise their value proposition, B-schools are expected to take true initiatives in the CSR area and promote entrepreneurship education in their curricula, through both business-skills training and practical support given by the B-school.
    Źródło:
    The New Educational Review; 2014, 37; 117-129
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Student-based brand equity in the business schools sector: an exploratory study
    Autorzy:
    Charles, Vincent
    Gherman, Tatiana
    Powiązania:
    https://bibliotekanauki.pl/articles/2011316.pdf
    Data publikacji:
    2015-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    business schools
    brand loyalty
    perceived quality
    brand awareness
    brand association
    brand equity
    emerging markets
    factor analysis
    higher education
    Opis:
    Faced with increased competition, business schools seem to have realized that having the strongest brands, hence, a distinct image, is vital to strengthening their presence in the education market. It is in this context that the presented paper focuses on assessing the dimensions of brand equity of business schools from the MBA-enrolled student’s perspective, with a specific reference to the Peruvian market. In this regard, it builds an instrument around five dimensions of brand equity, namely, brand loyalty, brand association, brand awareness, perceived quality, and overall brand perception. Additionally, it furnishes a snapshot of the Peruvian business schools sector by means of providing the order of dimensions pertaining to each business school. The analysis suggests that perceived quality seems to be the most important dimension of brand equity, while the overall brand perception is almost always ranked last. Conceptualizing brand equity from the MBA-enrolled student’s perspective can prove to be useful as this framework could assist business schools in designing marketing strategies to improve their brand equity and gain a higher student share.
    Źródło:
    The New Educational Review; 2015, 42; 165-176
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-10 z 10

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