Exploratory Factor Analysis and Psychometric Evaluation of the Teacher Reporting Attitude Scale for Child Sexual Abuse

Autor/inn/en	Walsh, Kerryann; Rassafiani, Mehdi; Mathews, Ben; Farrell, Ann; Butler, Des
Titel	Exploratory Factor Analysis and Psychometric Evaluation of the Teacher Reporting Attitude Scale for Child Sexual Abuse
Quelle	In: Journal of Child Sexual Abuse, 21 (2012) 5, S.489-506 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8712
DOI	10.1080/10538712.2012.689423
Schlagwörter	Factor Analysis; Child Abuse; Measures (Individuals); Foreign Countries; Psychometrics; Sexual Abuse; Teacher Attitudes; Disclosure; Teacher Role; Ethics; Elementary School Teachers; Child Welfare; Australia + Suchen Sie Ihr Suchwort? Faktorenanalyse; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Messdaten; Ausland; Psychometry; Psychometrie; Sexueller Missbrauch; Lehrerverhalten; Lehrerrolle; Ethik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kindeswohl; Australien
Abstract	This paper presents an evaluation of an instrument to measure teachers' attitudes toward reporting child sexual abuse and discusses the instrument's merit for research into reporting practice. Based on responses from 444 Australian teachers, the Teachers' Reporting Attitude Scale for Child Sexual Abuse was evaluated using exploratory factor analysis. The scale isolated three dimensions: commitment to the reporting role, confidence in the system's response to reports, and concerns about reporting. These three factors accounted for 37.5% of the variance in the 14-item measure. Alpha coefficients for the subscales were 0.769 (commitment), 0.617 (confidence), and 0.661 (concerns). The findings provide insights into the complexity of studying teachers' attitudes toward reporting of child sexual abuse and have implications for future research. (Contains 4 footnotes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10