圖書館

摘要

THIS STUDY EXAMINES THE PSYCHOMETRIC PROPERTIES OF A CHINESE VERSION OF THE ENGAGED TEACHER SCALE (C-ETS). A TRANSLATED QUESTIONNAIRE WITH 16 ITEMS WAS ADMINISTERED TO A SAMPLE OF 341 PRIMARY AND SECONDARY SCHOOL TEACHERS IN HONG KONG. A SERIES OF CONFIRMATORY FACTOR ANALYSES WERE PERFORMED TO ASSESS THE CONSTRUCT, CONVERGENT, AND DISCRIMINANT VALIDITY OF THE SCALE IN ALTERNATIVE MODELS. RESULTS PROVIDE SUPPORT FOR A SECOND-ORDER MODEL WITH TEACHER ENGAGEMENT AS AN OVERARCHING CONSTRUCT WITH FOUR HYPOTHESIZED DIMENSIONS: EMOTIONAL ENGAGEMENT, COGNITIVE ENGAGEMENT, SOCIAL ENGAGEMENT (STUDENTS), AND SOCIAL ENGAGEMENT (COLLEAGUES). THE C-ETS PROVIDES A USEFUL MEASURE FOR TEACHER ENGAGEMENT IN CHINESE SOCIETIES. CONTRIBUTIONS AND LIMITATIONS OF THE STUDY ARE DISCUSSED.