Student Perceptions in Measuring Teaching Behavior Across Six Countries: A Multi-Group Confirmatory Factor Analysis Approach to Measurement Invariance

Abstract

The purpose of this study is to examine measurement invariance of scoring of teaching behavior, as perceived by students, across six cultural contexts (Netherlands, Spain, Turkey, South Africa, South Korea, and Indonesia). It also aims to compare perceived teaching behavior across the six countries based on a uniform student measure. Results from multi-group confirmatory factor analyses (MGCFA) showed perceived teaching behavior in the six countries to be adequately invariant. Perceived teaching behavior was the highest in South Korea and the lowest in Indonesia. The findings provide new insights into the relevance and differences of teaching behavior across cultural contexts.

Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations

“…In addition, scientific studies measuring observed teaching quality involving multiple countries are currently not present, especially in the context of secondary education (cf. André et al, 2020;Fischer et al, 2019). This study is among the first to address this gap.…”

Student Perceptions of Teaching Quality in Five Countries: A Partial Credit Model Approach to Assess Measurement Invariance

“…These studies report evidence of partial-invariance between countries. More specific, André et al (2020) and Scherer et al (2016) found evidence supporting (partial) metric invariance but no support for scalar invariance. Both studies applied the Multiple Group Confirmatory Factor Analysis (MGCFA) method which is rooted in the factor analysis framework.…”

“…Notable exceptions are the studies by André et al (2020) and Scherer et al (2016). These studies report evidence of partial-invariance between countries.…”

“…To date, studies examining measurement invariance of student perceptions of teaching quality are relatively rare. Notable exceptions are the studies by André et al (2020) and Scherer et al (2016). These studies report evidence of partial-invariance between countries.…”

A Probabilistic Model for Feedback on Teachers’ Instructional Effectiveness: Its Potential and the Challenge of Combining Multiple Perspectives

“…Table 1 details the conceptualizations of each domain. Several studies from different countries provide evidence suggesting that the items included in the ICALT and My Teacher questionnaire cluster according to these six domains (André et al, 2020;Maulana & Helms-Lorenz, 2016;van de Grift et al, 2011). • Efficient classroom management An efficient classroom management is structured by clear procedures, routines, and rules about where and how learning takes place.…”