Measuring Teacher Recognition through Honneth's Recognition Theory: Development and Validation of a Teacher Recognition Scale

Autor/inn/en	Zhang, Ying; Aramburo, Corrine; Tsang, Kwok Kuen
Titel	Measuring Teacher Recognition through Honneth's Recognition Theory: Development and Validation of a Teacher Recognition Scale
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 1, S.111-121 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Ying) ORCID (Aramburo, Corrine) ORCID (Tsang, Kwok Kuen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00637-y
Schlagwörter	Teachers; Recognition (Achievement); Measures (Individuals); Non Western Civilization; Social Values; Cultural Context; Test Construction; Test Validity; Factor Analysis; Foreign Countries; China + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Soziale Anerkennung; Messdaten; Sozialer Wert; Testaufbau; Testvalidität; Faktorenanalyse; Ausland
Abstract	In Western society, teacher social recognition has been identified as an important factor for improving teaching and learning. Although there are currently instruments that measure teacher social recognition, they mainly address the Western conceptualization of recognition and rely on simplistic measurement schemes. Supporting teachers via recognition in Eastern societies--whose cultural values and societal structure differ from those of Western society--necessitates a measurement tool that reflects the unique context and social values of those teachers. This study describes the construction and validation of a Teacher Social Recognition Scale via factor analysis to develop an instrument that measures Chinese teachers' concept of social recognition. Limitations and future research directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01