Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS)

Autor/inn/en	Klassen, Robert M.; Yerdelen, Sündüs; Durksen, Tracy L.
Titel	Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS)
Quelle	In: Frontline Learning Research, 1 (2013) 2, S.33-52 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Teacher Participation; Test Construction; Test Reliability; Test Validity; Usability; Cognitive Processes; Emotional Response; Interpersonal Relationship; Correlation; Self Efficacy; Teacher Student Relationship; Factor Analysis; Foreign Countries; Teacher Attitudes; Factor Structure; Construct Validity; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Testaufbau; Testreliabilität; Testvalidität; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Korrelation; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Faktorenanalyse; Ausland; Lehrerverhalten; Faktorenstruktur; Statistische Analyse; Kanada
Abstract	The goal of this study was to create and validate a brief multidimensional scale of teacher engagement--the Engaged Teachers Scale (ETS)--that reflects the particular characteristics of teachers' work in classrooms and schools. We collected data from three separate samples of teachers (total N = 810), and followed five steps in developing and validating the ETS. The result of our scale development was a 16-item, 4-factor scale of teacher engagement that shows evidence of reliability, validity, and practical usability for further research. The four factors of the ETS consist of: cognitive engagement, emotional engagement, social engagement: students, and social engagement: colleagues. The ETS was found to correlate positively with a frequently used work engagement measure (the UWES) and to be positively related to, but empirically distinct from, a measure of teachers' self-efficacy (the TSES). Our key contribution to the measurement of teacher engagement is the novel inclusion of social engagement with students as a key component of overall engagement at work for teachers. We propose that social engagement should be considered in future iterations of work engagement measures in a range of settings. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01