Report of the Data Analysis of the Teacher Questionnaire Used to Measure School Factors: Across and Within Country Results (2024)

Educational Assessment, Evaluation and Accountability

Teacher behavior and student outcomes: Results of a European study

2014 •

Léan McMahon

Studies in Educational Evaluation

Promoting quality and equity in socially disadvantaged schools: A group- randomisation study

2018 •

Leonidas Kyriakides

School Factors Explaining Achievement on Cognitive and Affective Outcomes: Establishing a Dynamic Model of Educational Effectiveness

JESUS TORRES, Leonidas Kyriakides

The dynamic model of educational effectiveness defines school level factors associated with student outcomes. Emphasis is given to the two main aspects of policy, evaluation, and improvement in schools which affect quality of teaching and learning at both the level of teachers and students: a) teaching and b) school learning environment. Five measurement dimensions are used to define each factor: frequency, stage, focus, quality and differentiation. This paper reports the results of a longitudinal study testing the validity of the dynamic model at the school level. The multidimensional approach to measure the school level factors was supported and most of the factors and their dimensions were found to be associated with student achievement in different learning outcomes. Implications for the development of the dynamic model and for educational practice are drawn.

International Journal of Educational Development

The impact of effective teaching characteristics in promoting student achievement in Ghana

2016 •

Bert Creemers

Educational assessment, evaluation and accountability

Using the dynamic approach to school improvement to promote quality and equity in education: a European study

2018 •

Antonia (Dona) Papastylianou

A social contract model of ‘disintegrity’ within the dual-process paradigm of moral psychology: Reducing the scope of the ‘belief-behavior incongruity’

2014 •

Bradford Barnhardt

European Journal of Teacher Education

Using student ratings to measure quality of teaching in six European countries

2014 •

Léan McMahon

Journal of Education and Practice

The Impact of School Climate on Academic Performance: A case of Ghanaian Schools

2018 •

jacob kor

One of the most important school factors required for effective teaching in learning is the school climate. The study sought to explore and explain the degree to which school climate factors contribute towards improved students’ performance. A quantitative research design was employed for the study. Items of the survey questionnaire were based on questions form the both Inventory of School Climate (ISC) and the NSCC scale for school climate. Data was collated from of primary data from 500 students from 500 schools randomly selected across all ten regions in Ghana. Performance was measured using average performance of schools in WASSCE examinations for the year 2014. Data obtained during survey was entered into a SPSS statistical software, were missing analysis was conducted. Subsequently analyses using both descriptive and inferential methods were done. The Cronchbach’s measure of reliability estimated for the school climate construct was 0.774. The structural equation model was th...

International Journal of Environmental Research and Public Health

Psychometric Properties and Measurement Invariance for a Chinese Version of a Psychological Need Thwarting Scale for Teachers

Chen Ahole

While teachers’ psychological needs have been evaluated in terms of need satisfaction, need thwarting of teachers is under-researched. This study developed a Chinese version of a Psychological Need Thwarting (PNT) scale for teachers and evaluated both its psychometric properties and measurement invariance across groups. Psychometric criteria for the scale were evaluated, with satisfactory levels of internal reliability, test–retest reliability, convergent and divergent validities, and model goodness-of-fit. One item translated from the original PNT scale was removed due to cross-loading. Criterion validity was established, with R2 = 0.54 for the factor of burnout (emotional exhaustion). Measurement invariance was established using confirmatory factor analysis for the factors of gender, grade of instruction, and position. The teachers evaluated demonstrated higher levels of competence thwarting, as compared to autonomy and relatedness thwarting, but overall higher levels of thwarting...

Examining the Relationship Between the Aspects of School Working Conditions and Teachers' Intent to Stay as Mediated by Job Satisfaction

European Scientific Journal ESJ

This study sought to examine the relationship among the aspects of school condition, job satisfaction, and intent to stay with a sample size of 833 teachers working at elementary, middle, and secondary schools in the central administration of Eritrea. Survey data were analyzed using a structural equation model (SEM). Our results showed that teachers were more likely to stay in their profession when they experienced supportive school leadership, effective professional development, and more access to school resources. Besides, the study revealed that early career teachers are more likely to leave than their mid-career, and veteran counterparts. Moreover, the findings demonstrated that overall job satisfaction partially mediates the relationship between intent to stay and (a) leadership support, (b) school resources, (c) professional development, and (d) students' discipline. The practical implication of the findings suggested that measures targeting the improvement of the school environment should also aim to enhance overall job satisfaction to retain teachers in their profession.