Assessing the Comparability of Teacher-Related Constructs in TIMSS 2015 across 46 Education Systems: An Alignment Optimization Approach

Autor/inn/en	Glassow, Leah Natasha; Rolfe, Victoria; Hansen, Kajsa Yang
Titel	Assessing the Comparability of Teacher-Related Constructs in TIMSS 2015 across 46 Education Systems: An Alignment Optimization Approach
Quelle	In: Educational Assessment, Evaluation and Accountability, 33 (2021) 1, S.105-137 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-020-09348-2
Schlagwörter	Teacher Characteristics; Teacher Effectiveness; Achievement Tests; Foreign Countries; Elementary Secondary Education; International Assessment; Mathematics Achievement; Mathematics Tests; Mathematics Teachers; Job Satisfaction; Educational Environment; School Safety; Self Efficacy; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-efficacy; Selbstwirksamkeit
Abstract	Research related to the "teacher characteristics" dimension of teacher quality has proven inconclusive and weakly related to student success, and addressing the teaching contexts may be crucial for furthering this line of inquiry. International large-scale assessments are well positioned to undertake such questions due to their systematic sampling of students, schools, and education systems. However, researchers are frequently prohibited from answering such questions due to measurement invariance related issues. This study uses the traditional multiple group confirmatory factor analysis (MGCFA) and an alignment optimization method to examine measurement invariance in several constructs from the teacher questionnaires in the Trends in International Mathematics and Science Study (TIMSS) 2015 across 46 education systems. Constructs included mathematics teacher's "Job satisfaction," "School emphasis on academic success," "School condition and resources," "Safe and orderly school," and teacher's "Self-efficacy." The MGCFA results show that just three constructs achieve invariance at the metric level. However, an alignment optimization method is applied, and results show that all five constructs fall within the threshold of acceptable measurement non-invariance. This study therefore presents an argument that they can be validly compared across education systems, and a subsequent comparison of latent factor means compares differences across the groups. Future research may utilize the estimated factor means from the aligned models in order to further investigate the role of teacher characteristics and contexts in student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01