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An international validation of the Engaged Teachers Scale

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JournalTeachers and teaching: Theory and Practice
DateSubmitted - 2017
DateAccepted/In press - 21 Mar 2018
DateE-pub ahead of print (current) - 25 Apr 2018
Issue number6
Volume24
Number of pages17
Pages (from-to)673-689
Early online date25/04/18
Original languageEnglish

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.

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© 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

    Research areas

  • Teacher engagement, self-efficacy, work engagement

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