Internal structure validation of a teacher autonomy scale through confirmatory factor analysis
DOI:
Abstract Views:
29 times
PDF Downloads:
28 times
Abstract
Purpose: Teacher autonomy is defined as the freedom of teachers to organize the learning and teaching process at school. The teaching autonomy scale measures teacher autonomy (Pearson & Hall, 1993). This study was conducted to identify whether the measuring instrument of teacher autonomy meets the validity and reliability requirements of a measuring instrument.
Method: The number of respondents in this study was obtained using a proportional sampling technique involving 170 respondents. The teacher autonomy measuring instrument produced from this study consists of 17 items that measure two dimensions; curriculum autonomy and general teaching autonomy. The quantitative data analysis techniques used were content-based validity tests through CVR and readability tests, validity evidence based on internal structure through CFA, and reliability tests based on homogeneity (internal consistency) through CR and AVE.
Result: Shows CVR value with a minimum value of 0.78; loading factor ≥ 0.4, except for item 7 and item 8, as well as fit model fit with RMSEA = 0,077; RMR = 0,030; GFI = 0,847; CFI = 0,858; TLI = 0,797; NFI = 0,805; and p-value < 0.05. reliability test through CR value (0.944) > 0.7 and AVE (0.544) > 0.4.
Conclusion: The adaptation of the teacher autonomy measurement tool for female junior high school teachers met good validity and reliability values.
Downloads
References
Amini, M. A., & Kruger, C. G. (2022). The role of Iranian EFL teacher autonomy and reflectivity in teacher self-directed learning: A systematic literature review. Iranian Journal of Language Teaching Research, 10(1), 101–126. https://doi.org/10.30466/ijltr.2022.121124
Azwar, S. (2014). Metode penelitian. Pustaka Pelajar.
Azwar, S. (2022). Penyusunan skala psikologi (edisi 2). Pustaka Pelajar.
Choi, M., & De Gagne, J. C. (2016). Autonomy of nurse practitioners in primary care: An integrative review. Journal of the American Association of Nurse Practitioners, 28(3), 170–174. https://doi.org/10.1002/2327-6924.12288
Ghozali (2014). Structural equation modeling. Alternative method with partial least Squares (PLS). Semarang University Publisher.
Gözükara, İ., & Çolakoğlu, N. (2016). The Mediating Effect of Work-Family Conflict on the Relationship between Job Autonomy and Job Satisfaction. Procedia - Social and Behavioral Sciences, 229, 253–266. https://doi.org/10.1016/j.sbspro.2016.07.136
Hackman, J. R., & Oldham, G. R. (1976). Motivation through the design of work: Test of a theory. Organizational Behavior And Human Performance, 16(2), 250–279.
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139-152.
Leonangung. (2017). Etika dan tantangan profesionalisme guru. Alpabeta.
Malčić, B. D., Marić, J. S. D., & Tančić, N. D. (2023). Factor structure of the teacher autonomy scale. Inovacije u Nastavi-Časopis Za Savremenu Nastavu, 36(3), 71-84.
Marshall, P. A. (2019). Teacher Autonomy on english communication courses in Japanese universities. International Journal of Curriculum and Instruction, 11(2), 87–99.
Pearson, L. C., & Hall, B. W. (1993). Initial construct validation of the teaching autonomy scale. The Journal of Educational Research, 86(3), 172–178.
Prichard, C., & Moore, J. E. (2016). Variables influencing teacher autonomy, administrative coordination, and collaboration. Journal of Educational Administration, 54(1), 58–74. https://doi.org/10.1108/JEA-09-2014-0113
Riowati, & Yoenanto, N. H. (2022). Peran guru penggerak pada merdeka belajar untuk memperbaiki mutu pendidikan di Indonesia. JOEAI: Journal of Education and Instruction, 5(1), 1–16.
Shobe, K. (2018). Productivity is driven by job satisfaction, physical work environment, management support, and job autonomy. Business and Economics Journal, 09(02). https://doi.org/10.4172/2151-6219.1000351
Sugiyono. (2007). Statistik untuk penelitian. Alfabeta.
Varatharaj, R., Abdullah, A. G. K. & Ismail, A. (2015). The effect of teacher autonomy on assessment practices among Malaysian cluster school teachers. International Journal of Asian Social Science. 5 (1), 31‒36.
Worth, J., & Van den Brande, J. (2020). Teacher autonomy: How does it relate to job satisfaction and retention?. National Foundation for Educational Research.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
