Does teacher quality mean the same thing across teacher candidates, cooperating teachers, and university supervisors?

This study examined the factor structure and evidence of measurement invariance of a programme completer survey for pre-service teachers in the teacher preparation programme. The 33-item survey assessing aspects of teacher quality was completed by 455 teacher candidates, 455 cooperating teachers, an...

Full description

Saved in:
Bibliographic Details
Published inEducational studies Vol. 47; no. 6; pp. 716 - 733
Main Authors Tsai, Chia-Lin, Ku, Heng-Yu
Format Journal Article
LanguageEnglish
Published Dorchester-on-Thames Routledge 02.11.2021
Taylor & Francis Ltd
Subjects
Candidates
Colleges & universities
Cooperating Teachers
Educational Practices
Ethics
exploratory structural equation modelling
Factor Structure
Measurement
measurement invariance
Polls & surveys
Preservice Teacher Education
Preservice Teachers
Preservice training
Professional ethics
Structural equation modeling
Student Teacher Attitudes
Student Teacher Supervisors
Student Teachers
Student Teaching
Supervisors
Surveys
Teacher Attitudes
Teacher education
Teacher Effectiveness
teacher quality
Teachers
Teaching
Online AccessGet full text

Cover

More Information
Summary:This study examined the factor structure and evidence of measurement invariance of a programme completer survey for pre-service teachers in the teacher preparation programme. The 33-item survey assessing aspects of teacher quality was completed by 455 teacher candidates, 455 cooperating teachers, and 66 university supervisors. Exploratory structural equation modelling was conducted with 1365 surrey responses (455 survey responses from each of three groups). Our results suggested that two factors (Teaching Practices and Professional Ethics) were measured using the survey. The underlying factor structure of the programme completer survey was invariant across the teacher candidates, cooperating teachers, and university supervisors. Significant latent mean differences were observed on the Professional Ethics and suggested that the university supervisors provided lower ratings than the other two groups. Interpretations and implications of the findings are discussed.
ISSN:0305-5698
1465-3400
DOI:10.1080/03055698.2020.1729098