Assessing Perceptions of Programming Education among P-12 School Teachers and Principals: A Multigroup Invariance Analysis

Autor/inn/en	Kong, Siu-Cheung; Wang, Yi-Qing
Titel	Assessing Perceptions of Programming Education among P-12 School Teachers and Principals: A Multigroup Invariance Analysis
Quelle	In: Journal of Psychoeducational Assessment, 37 (2019) 6, S.718-729 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282918787670
Schlagwörter	Teacher Attitudes; Administrator Attitudes; Attitude Measures; Computer Science Education; Programming; Foreign Countries; Preschools; Elementary Schools; Secondary Schools; Principals; Questionnaires; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Factor Structure; Hong Kong + Suchen Sie Ihr Suchwort? Lehrerverhalten; Computer science lessons; Informatikunterricht; Programmierung; Ausland; Elementary school; Grundschule; Volksschule; Sekundarschule; Principal; Schulleiter; Fragebogen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Faktorenstruktur; Hongkong
Abstract	This study aims to establish a robust measurement to obtain a comprehensive understanding of perceptions of programming education (POPE) of teacher and principal groups. In this study, the POPE scale contains three dimensions: (a) understanding in programming (UP), (b) support for programming (SP), and (c) expectation of programming (EP). Self-reported questionnaires were administrated among 258 teachers and 229 principals. Multigroup analyses were used among the two groups. The results of measurement invariance tests show that configural and metric invariance are fully supported, and scalar invariance is partially supported, suggesting the factor structures, loadings, and most item intercepts of the POPE scale are equivalent across the groups examined. Implications of the study are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01