A Cultural Insight into the Development of Teacher Autonomy Support Scale: A Self-Determination Theory Perspective

Autor/inn/en	Awang-Hashim, Rosna; Thaliah, Rajaletchumi; Kaur, Amrita
Titel	A Cultural Insight into the Development of Teacher Autonomy Support Scale: A Self-Determination Theory Perspective
Quelle	In: Journal for Multicultural Education, 11 (2017) 4, S.287-305 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-09-2016-0050
Schlagwörter	Foreign Countries; Test Construction; Teacher Characteristics; Likert Scales; Test Validity; Test Reliability; Self Determination; Mixed Methods Research; Focus Groups; Structural Equation Models; Psychometrics; Goodness of Fit; Secondary School Students; Student Attitudes; Culturally Relevant Education; Questionnaires; Teacher Student Relationship; Factor Analysis; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Testaufbau; Likert-Skala; Testvalidität; Testreliabilität; Selbstbestimmung; Psychometry; Psychometrie; Sekundarschüler; Schülerverhalten; Fragebogen; Teacher student relationships; Lehrer-Schüler-Beziehung; Faktorenanalyse
Abstract	Purpose: The cross-cultural significance of autonomy within self-determination theory is divisive on universal significance. This paper aims to report a sequential exploratory mixed methods study conducted to construct and validate a scale to investigate how, in Malaysian context, the construct of autonomy is conceptualized in comparison with the existing scale owing to cultural variation. Design/methodology/approach: Focus group interviews identified dimensions of autonomy support that were specific to Malaysian culture and guided the development of the survey and construct validation was done using structure equation modeling. Findings: The results show that the proposed scale has satisfactory psychometric properties, and the hypothesized model had a good fit to the data. The new scale produced four dimensions of teacher autonomy support, namely, responsible, approachable, shows respect and conveys confidence, with three items in each dimension. Malaysian secondary school students' perception of autonomy support was found to be distinctive from the traditional measure. Originality/value: Implications for teachers are discussed for culturally meaningful interpretation of the autonomy construct for classroom teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01