scholarly journals The Confirmatory Factor Analysis of Secondary School Teachers’ Contextual Performance Structure in Mainland China

Psychology ◽  
2015 ◽  
Vol 06 (09) ◽  
pp. 1077-1085
Author(s):  
Zhongfeng Hu ◽  
Yihuan Jiang ◽  
Qimei Li
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mainland China ◽  
Contextual Performance ◽  
School Teachers ◽  
Confirmatory Factor ◽  
Performance Structure

scholarly journals Exploring the Innovative Personality Characteristics among Teachers

2016 ◽  
Vol 9 (4) ◽  
pp. 1 ◽  
Author(s):  
Nooraini Othman
Keyword(s):  
Principal Component Analysis ◽  
Secondary School ◽  
Goodness Of Fit ◽  
Secondary School Teachers ◽  
Principal Component ◽  
Threshold Value ◽  
Personality Characteristics ◽  
Pca Analysis ◽  
School Teachers ◽  
Confirmatory Factor

<p class="apa">The aim of this study is to explore the characteristics of innovative personality among teachers in Malaysia. Samples of the research were randomly selected among secondary school teachers in three districts in Malaysia. Research instrument was self-developed by the researchers based on interviews carried out with some resource persons who are both experts and authoritative in their fields, as well as through literature review. A pilot study was carried out among 30 respondents. Cronbach’s Alpha value for the whole instrument is .952, indicating that it is reliable and suitable for actual data collection. A total of 484 sets of questionnaires were completed and gathered to form the data for this research. The data were then analysed using an advanced statistical method called Principal Component Analysis (PCA). Findings of the research concluded three constructs, namely, Leadership, Openness and Braveness. The constructs were labelled based on groups of items which were formed as a result of the PCA analysis. Meanwhile, Confirmatory Factor Analysis (CFA) was used to validate each dimension and to analyse the coherence of data based on model hypothesis. The findings of CFA indicated the goodness-of-fit values of the revised model, as follows: CMIN/DF=2.56; CFI=.935; and RMSEA=.057; with each figure above the threshold value. <strong></strong></p>

scholarly journals EXPLORATORY FACTOR ANALYSIS OF TPACK IN THE CONTEXT OF ESL SECONDARY SCHOOL TEACHERS IN SABAH

2021 ◽  
Vol 6 (38) ◽  
pp. 137-146
Author(s):  
Ahmad Abdul Rauf ◽  
Suyansah Swanto ◽  
Syahrul Nizam Salam
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Exploratory Factor Analysis ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Teachers ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
English Language Teachers

The aim of this study was to adapt the Survey of EFL-Technological Pedagogical Content Knowledge (EFL-TPACK) by Bostancıoğlu & Handley (2018) and to investigate its factor structure through exploratory factor analysis. 100 ESL teachers of secondary schools in Sabah participated in this study. SPSS application has been used for statistical analyses. The reliability of the subscales from Cronbach Alpha is ranging from 0.898 to 0.902. The final TPACK survey included a total of 33 items: 6 TK, 3 CK, 6 PK/PCK, 6 TCK, 6 TPK, and 6 TPACK. Based on the findings also, the TPACK Survey has been found to be ideal to study on TPACK level of English language teachers in Malaysia.

scholarly journals DEVELOPING AND VALIDATING THE MEASUREMENT MODEL FOR FINANCIAL LITERACY CONSTRUCT USING CONFIRMATORY FACTOR ANALYSIS

2020 ◽  
Vol 8 (2) ◽  
pp. 413-422 ◽  
Author(s):  
Julaina Baistaman ◽  
Zainudin Awang ◽  
Asyraf Afthanorhan ◽  
Mohamad Zulkifli Abdul Rahim
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Financial Literacy ◽  
Job Characteristics ◽  
Measurement Model ◽  
Validity And Reliability ◽  
School Teachers ◽  
Confirmatory Factor ◽  
Literacy Performance ◽  
Self Administered Questionnaire

Purpose of the study: This study aims to develop and validate the instruments measuring financial Literacy construct. Methodology: The pilot study randomly sampled some 100 school-teachers using a self-administered questionnaire. The Exploratory Factor Analysis (EFA) procedure has explored the usefulness of measuring items and determined the dimensionality of the construct. Finally, using the newly developed instruments, the field study obtained a random sample of 300 school-teachers to survey using a self-administered questionnaire. The data from the field were used to validate the instruments through the Confirmatory Factor Analysis (CFA) procedure. Main Findings: The EFA procedure found three components that emerged from the items. The CFA procedure validated the instruments measuring Financial Literacy construct for uni-dimensionality, validity, and reliability. Applications of this study: The result showed that the measurement model of the Financial Literacy construct achieved the requirement for construct validity and reliability and should be able to be used in the future of research. Novelty/Originality of this study: This study produced instruments to assess Financial Literacy performance specifically among school teachers in Malaysia. School teachers consist of the highest number of employees in the country besides their nature of works and job characteristics differ from another group of employees.

scholarly journals An Extended Theory of Planned Behavior for the Modelling of Chinese Secondary School Students’ Intention to Learn Artificial Intelligence

Mathematics ◽  
2020 ◽  
Vol 8 (11) ◽  
pp. 2089
Author(s):  
Ching Sing Chai ◽  
Xingwei Wang ◽  
Chang Xu
Keyword(s):  
Artificial Intelligence ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Behavioral Control ◽  
Perceived Behavioral Control ◽  
School Students ◽  
Confirmatory Factor ◽  
Chinese Secondary School Students

Artificial Intelligence (AI) is currently changing how people live and work. Its importance has prompted educators to begin teaching AI in secondary schools. This study examined how Chinese secondary school students’ intention to learn AI were associated with eight other relevant psychological factors. Five hundred and forty-five secondary school students who have completed at least one cycle of AI course were recruited to participate in this study. Based on the theory of planned behavior, the students’ AI literacy, subjective norms, and anxiety were identified as background factors. These background factors were hypothesized to influence the students’ attitudes towards AI, their perceived behavioral control, and their intention to learn AI. To provide more nuanced understanding, the students’ attitude towards AI was further delineated as constituted by their perception of the usefulness of AI, the potential of AI technology to promote social good, and their attitude towards using AI technology. Similarly, the perceived behavioral control was operationalized as students’ confidence towards learning AI knowledge and optimistic outlook of an AI infused world. Relationships between the factors were theoretically illustrated as a model that depicts how students’ intention to learn AI was constituted. Two research questions were then formulated. Confirmatory factor analysis was employed to validate that multi-factor survey, followed by structural equational modelling to ascertain the significant associations between the factors. The confirmatory factor analysis supports the construct validity of the questionnaire. Twenty-five out of the thirty-three hypotheses were supported through structural equation modelling. The model helps researchers and educators to understand the factors that shape students’ intention to learn AI. These factors should be considered for the design of AI curriculum.

scholarly journals WEB 2.0 TOOLS AWARENESS SCALE DEVELOPMENT STUDY

2021 ◽  
Vol 9 (60) ◽  
Keyword(s):  
Factor Analysis ◽  
Middle School Students ◽  
Confirmatory Factor Analysis ◽  
Literature Review ◽  
Secondary School ◽  
Web 2.0 ◽  
Secondary School Students ◽  
School Students ◽  
Web 2.0 Tools ◽  
Confirmatory Factor

In this study, it was aimed to develop a valid and reliable "Awareness Scale for Web 2.0 Tools". The research sample consists of 310 secondary school students studying in the 2020-2021 academic year. An in-depth literature review was carried out for the scale aimed to be developed. As a result of the literature review, a draft scale form consisting of 70 statements was prepared. The draft form created was presented to the opinions of field experts and reduced to 54 statements in line with their opinions. The draft scale form, which was controlled by teachers and language experts, was piloted and finalized, and then applied. The analysis of the obtained data was carried out by using SPSS and Lisrel statistics programs. With the construct validity of the scale, exploratory factor analysis and confirmatory factor analysis; Its reliability was demonstrated by analysis based on Cronbach alpha internal consistency coefficient. As a result of the exploratory factor analyzes, the scale, which has a structure of 27 items in total with 3 factors, was examined as a result of the confirmatory factor analysis, and the 3-factor structure was verified. The Cronbach alpha internal consistency coefficient of the scale was found to be 0.929 and it was found to be highly reliable. Within the framework of the research, a 5-point Likert-type "Awareness Scale for Web 2.0 Tools" consisting of 27 items with 3 factors has been introduced for middle school students. As a result, it has been determined that the Awareness Scale for Web 2.0 Tools, which has been developed, is a scale with proven validity and reliability that can be applied to middle school students. Keywords: Web 2.0 tools, awareness,scale development, secondary school students

scholarly journals Assessment of Government Teacher's Burnout Regarding Selected Demographic Variables

2020 ◽  
Vol V (I) ◽  
pp. 1-9
Author(s):  
Muhammad Javed Iqbal ◽  
Malik Amer Atta ◽  
Qayyum Nawaz
Keyword(s):  
Factor Analysis ◽  
Data Analysis ◽  
Secondary School ◽  
Marital Status ◽  
Secondary School Teachers ◽  
Demographic Variables ◽  
Inventory Data ◽  
School Teachers ◽  
Significant Difference ◽  
Medical Facilities

The study was conducted to assess and compare the burnout level of SSTs of district Dera Ismail Khan pertaining to selected demographics like gender, locality and marital status. A researcher made "Teacher's Burnout Inventory-TBI" was used to assess the burnout level of SSTs. The inventory was validated using Exploratory Factor Analysis and also through face and content validity. The reliability of the inventory was recorded as 0.822. The population of the study consisted of 884 Secondary School Teachers. The burnout inventory was distributed among a selected sample of 272 SSTs out of which only 204 SSTs responded in which 183 SSTs (126 male and 57 female SSTs) completely and properly filled the inventory. Data was analyzed using SPSS (Version 22.0). Three null hypotheses were also devised and accordingly tested. The data analysis revealed that all together, burnout level among SST teachers of D.I.Khan was however low. On gender basis, a significant difference was recorded while no significant differences were noted on marital status and locality facets of burnout. Various recommendations including increase in pay and allowances, convince and medical facilities, along with trainings regarding coping and diminishing stress and burnout were made on the basis of data analysis.

scholarly journals Development of the Cybercrime Rapid Identification Tool for Adolescents

2020 ◽  
Vol 17 (13) ◽  
pp. 4691
Author(s):  
Dennis Sing-wing Wong ◽  
Sai-fu Fung
Keyword(s):  
Factor Analysis ◽  
Hong Kong ◽  
Secondary School ◽  
University Students ◽  
Mainland China ◽  
Rapid Identification ◽  
School Students ◽  
Cross Sectional ◽  
Confirmatory Factor ◽  
Identification Tool

Two studies were conducted to support the development of an eight-item Cybercrime Rapid Identification Tool (CRIT) and evaluate the psychometric properties of the proposed scale on samples of secondary school and university students. The CRIT was developed and evaluated in two cross-sectional studies with 2044 respondents from Hong Kong and China. Study 1 recruited 1533 secondary school students from Hong Kong with a mean age of 14.91 (SD = 1.77) years, and Study 2 recruited 511 university students from mainland China with a mean age of 20.41 (SD = 2.49) years. A stepwise confirmatory factor analytical approach was taken with further verification by exploratory factor analysis based on different samples. Factorial validity was further verified using confirmatory factor analysis. The analyses supported an eight-item scale with a two-factor structure. The eight-item CRIT was found to possess good internal consistency and concurrent validity. The studies offer promising support for the CRIT. It has the potential to advance epistemological methods and clinical research related to cybercrime prevention.

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