Student Perceptions in Measuring Teaching Behavior Across Six Countries: A Multi-Group Confirmatory Factor Analysis Approach to Measurement Invariance

Frontiers in Psychology

article

Stéfanie André¹  Okhwa Lee²  Rien Safrina³  Thys Coetzee⁴  Meae Jeon⁵  Ridwan Maulana⁶  Michelle Helms-Lorenz⁶  Sibel Telli⁶  Seyeoung Chun⁵  Carmen-María Fernández-García⁸  Thelma de Jager⁴  Yulia Irnidayanti⁹  Mercedes Inda-Caro⁸ 

[1] Department of Public Administration, Radboud University;Department of Education, Chungbuk National University;Department of Music Education, State University of Jakarta;Department Educational Foundation, Tshwane University of Technology;Department of Education, Chungnam National University;Department of Teacher Education, University of Groningen;Department of Mathematics and Science Education, Çanakkale Onsekiz Mart University;Department of Educational Sciences, University of Oviedo;Department of Biology and Biology Education, State University of Jakarta

关键词: cross-country comparison;    measurement invariance;    secondary education;    student perceptions;    teaching behavior;   

DOI  :  10.3389/fpsyg.2020.00273

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

The purpose of this study is to examine measurement invariance of scoring of teaching behavior, as perceived by students, across six cultural contexts (Netherlands, Spain, Turkey, South Africa, South Korea, and Indonesia). It also aims to compare perceived teaching behavior across the six countries based on a uniform student measure. Results from multi-group confirmatory factor analyses (MGCFA) showed perceived teaching behavior in the six countries to be adequately invariant. Perceived teaching behavior was the highest in South Korea and the lowest in Indonesia. The findings provide new insights into the relevance and differences of teaching behavior across cultural contexts.

【 授权许可】

CC BY