An international validation of the Engaged Teachers Scale

Sündüs Yerdelen, Tracy Durksen, Robert Mark Klassen

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study was to test and validate the Engaged Teacher Scale (ETS) in a Turkish context (ETS-TR). In order to test the construct validity of the ETS, data were collected from 388 teachers in two northeast cities of Turkey. First-order confirmatory factor analysis results supported the 16-item and four-factor model of ETS while second-order confirmatory factor analysis suggested that a single factor was also appropriate for representing teacher engagement. Additionally, four multiple linear regression analyses were conducted to provide further validation evidence. Results showed that subscales of the ETS-TR were found to be positively correlated with teacher self-efficacy. Given our evidence of validity and reliability, we recommend researchers interested in measuring the engagement of Turkish teachers to consider using the ETS-TR. The adaptation of ETS into Turkish also provides a measure for use when conducting research examining cultural comparisons between english-speaking and Turkish teachers.

Original languageEnglish
Pages (from-to)673-689
Number of pages17
JournalTeachers and teaching: Theory and Practice
Volume24
Issue number6
Early online date25 Apr 2018
DOIs
Publication statusE-pub ahead of print - 25 Apr 2018

Bibliographical note

© 2018 Informa UK Limited, trading as Taylor & Francis Group. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

Keywords

  • Teacher engagement
  • self-efficacy
  • work engagement

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