A Preliminary Psychometric Investigation of a Chinese Version of the Engaged Teachers Scale (C-ETS)

被引：4

作者：

Ho, Sammy K. ^{[1
]}

Chan, Hang ^{[1
]}

Chan, Edmund Sze-Shing ^{[2
]}

Fung, Kwok-Kin ^{[3
]}

Hung, Shirley Suet-Lin ^{[3
]}

机构：

[1] Hong Kong Baptist Univ, Fac Social Sci, Dept Educ Studies, Hong Kong, Peoples R China

[2] Univ St Joseph, Fac Social Sci & Educ, Macau, Peoples R China

[3] Hong Kong Baptist Univ, Fac Social Sci, Dept Social Work, Hong Kong, Peoples R China

来源：

FRONTIERS IN EDUCATION | 2021年 / 6卷

关键词：

teacher engagement; confirmatory factor analyses; school teachers; psychometrics; validation; SELF-DETERMINATION THEORY; WORK ENGAGEMENT; INTERNATIONAL VALIDATION; JOB-SATISFACTION; EMOTIONAL LABOR; BURNOUT; EFFICACY; INVARIANCE; INTENTION; MODEL;

D O I：

10.3389/feduc.2021.676835

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines the psychometric properties of a Chinese version of the Engaged Teacher Scale (C-ETS). A translated questionnaire with 16 items was administered to a sample of 341 primary and secondary school teachers in Hong Kong. A series of confirmatory factor analyses were performed to assess the construct, convergent, and discriminant validity of the scale in alternative models. Results provide support for a second-order model with teacher engagement as an overarching construct with four hypothesized dimensions: emotional engagement, cognitive engagement, social engagement (students), and social engagement (colleagues). The C-ETS provides a useful measure for teacher engagement in Chinese societies. Contributions and limitations of the study are discussed.

引用

页数：8

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