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Teacher Affective Attitudes Inventory : = Development and Validation of A Teacher Self-Assessment Instrument.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teacher Affective Attitudes Inventory :/
Reminder of title:	Development and Validation of A Teacher Self-Assessment Instrument.
Author:	King, Holly M.
Description:	1 online resource (254 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
Subject:	School administration. -
Online resource:	click for full text (PQDT)
ISBN:	9780355014051

Teacher Affective Attitudes Inventory : = Development and Validation of A Teacher Self-Assessment Instrument.
King, Holly M.

Teacher Affective Attitudes Inventory :Development and Validation of A Teacher Self-Assessment Instrument. - 1 online resource (254 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This study developed a teacher self-assessment instrument in the form of six factors across two overarching constructs, resulting in one Positive Relationships scale with three factors; and three related, but separate, scales measuring elements of the Classroom Environment. Many teacher skills and qualities are known to contribute to effectiveness in the classroom, such as teacher self-efficacy, content knowledge, pedagogical knowledge, and instructional knowledge. The inclusion of affective dimensions of teacher effectiveness can complement the prevailing focus on other measures of teacher effectiveness, through the consideration of critically important, but relatively ignored, aspects of effective teaching. This study examined teacher attitudes toward building positive relationships with students and creating an empowering classroom environment, grounded in teacher effectiveness research. A survey was taken by 403 practicing elementary teachers in the United States. The results were analyzed using exploratory and confirmatory factor analysis. The resulting factors were compared with a four-item classroom management subscale of the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) to determine convergent validity, measuring similar underlying constructs; and divergent validity, measuring attitudes versus efficacy. Participant demographic variables were compared using independent sample t-tests, one-way ANOVA, and tests for metric invariance to determine if the instrument performed similarly with all groups. Findings show good model fit, reliability, and validity for the factors related to each overarching construct, and most demographic variables showed no variance in the models. Significant differences were found for the Managing Conflict factor between teachers who taught grades K--2 and teachers who taught all elementary grades. Group differences on the Student-Centered and Positive Guidance factors were found between teachers identifying as White and teachers identifying as other than White. The research study concludes by offering implications for teacher formative assessment, iv guidance for professional learning, implications for educational leadership, and questions for future research. This dissertation is accompanied by three supplemental files: a video of the author's introduction (MP4) and two correlation tables showing the original 61 items considered for the two proposed scales. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/, and OhioLINK ETD Center, https://edt.ohiolink.edu.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355014051Subjects--Topical Terms:

1180066
School administration.
Index Terms--Genre/Form:

554714
Electronic books.

Teacher Affective Attitudes Inventory : = Development and Validation of A Teacher Self-Assessment Instrument.
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520 $a This study developed a teacher self-assessment instrument in the form of six factors across two overarching constructs, resulting in one Positive Relationships scale with three factors; and three related, but separate, scales measuring elements of the Classroom Environment. Many teacher skills and qualities are known to contribute to effectiveness in the classroom, such as teacher self-efficacy, content knowledge, pedagogical knowledge, and instructional knowledge. The inclusion of affective dimensions of teacher effectiveness can complement the prevailing focus on other measures of teacher effectiveness, through the consideration of critically important, but relatively ignored, aspects of effective teaching. This study examined teacher attitudes toward building positive relationships with students and creating an empowering classroom environment, grounded in teacher effectiveness research. A survey was taken by 403 practicing elementary teachers in the United States. The results were analyzed using exploratory and confirmatory factor analysis. The resulting factors were compared with a four-item classroom management subscale of the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) to determine convergent validity, measuring similar underlying constructs; and divergent validity, measuring attitudes versus efficacy. Participant demographic variables were compared using independent sample t-tests, one-way ANOVA, and tests for metric invariance to determine if the instrument performed similarly with all groups. Findings show good model fit, reliability, and validity for the factors related to each overarching construct, and most demographic variables showed no variance in the models. Significant differences were found for the Managing Conflict factor between teachers who taught grades K--2 and teachers who taught all elementary grades. Group differences on the Student-Centered and Positive Guidance factors were found between teachers identifying as White and teachers identifying as other than White. The research study concludes by offering implications for teacher formative assessment, iv guidance for professional learning, implications for educational leadership, and questions for future research. This dissertation is accompanied by three supplemental files: a video of the author's introduction (MP4) and two correlation tables showing the original 61 items considered for the two proposed scales. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/, and OhioLINK ETD Center, https://edt.ohiolink.edu.
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