Do Turkish Teachers Feel Personal Accountability the Same Way? Measurement Invariance and Latent Mean Comparisons across Gender, Tenure, Teacher Branches and School Grades

Autor/in	Erdag, Coskun
Titel	Do Turkish Teachers Feel Personal Accountability the Same Way? Measurement Invariance and Latent Mean Comparisons across Gender, Tenure, Teacher Branches and School Grades
Quelle	In: International Journal of Educational Management, 35 (2021) 2, S.451-466 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erdag, Coskun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-08-2019-0317
Schlagwörter	Foreign Countries; Teacher Attitudes; Accountability; Elementary School Teachers; Secondary School Teachers; Gender Differences; Tenure; Instructional Program Divisions; Intellectual Disciplines; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Verantwortung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Amtszeit; Beschäftigungsdauer; Geisteswissenschaften; Türkei
Abstract	Purpose: The primary purpose of this study is to test the measurement invariance and the latent mean differences of the personal accountability measure (PAM) constructs. Design/methodology/approach: Obtained through the Turkish version of the PAM from a random sample of 453 teachers working in elementary and secondary schools in Aksaray province, data were analyzed using multigroup confirmatory factor analysis (CFA) to test the measurement invariance and latent mean differences of the internal and external accountability constructs across gender, tenure, school grade and teacher branches, respectively. Findings: Teacher internal and external accountability constructs were demonstrated in this study to be fully equivalent across gender and tenure, and partially equivalent across school grade and teacher branches. Latent mean comparisons showed that less-experienced tenure teachers, class teachers and ESL teachers in Turkey felt more internally accountable compared to their peers in other groups. No significant latent mean differences of teacher external accountability were observed across genders, tenures, school types or teacher branches. Originality/value: This study contributes to research by providing further valuable information on the equivalencies of the external and internal accountability constructs across gender, tenure, school grade and branch for future research studying multigroup comparisons and structural relationships of personal accountability constructs. It also provides school principals and policymakers with more accurate, multigroup comparisons of teacher external and internal accountability dispositions across gender, tenure, school grade and branch. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01