Initial Validation of the Teacher/Coach Role Conflict Scale

Autor/inn/en	Richards, K. Andrew R.; Levesque-Bristol, Chantal; Templin, Thomas J.
Titel	Initial Validation of the Teacher/Coach Role Conflict Scale
Quelle	In: Measurement in Physical Education and Exercise Science, 18 (2014) 4, S.259-272 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1091-367X
DOI	10.1080/1091367X.2014.932283
Schlagwörter	Role Conflict; Athletic Coaches; Measures (Individuals); Test Validity; Factor Analysis; Correlation; Goodness of Fit; Role Theory; Elementary School Teachers; Middle School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Rollenkonflikt; Messdaten; Testvalidität; Faktorenanalyse; Korrelation; Rollentheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	The study of teacher/coach role conflict has a long history in the physical education literature. However, only a few studies have measured the construct using psychometric instrumentation. Ryan (2008) created one such instrument, but the survey was not validated prior to use. As such, the purpose of this investigation was to evaluate the factorial, convergent, and divergent validity of Ryan's (2008) Teacher/Coach Role Conflict Scale. Participants included 194 teacher/coaches who taught a variety of academic subjects. Preliminary analyses indicated that there were no differences among participants with reference to gender, teaching affiliation, school context, or school level. Results from confirmatory factor analysis indicated that, after the specification of a correlated error, the hypothesized model was a good fit for the data, ?2(33) = 88.92, p < 0.001; CFI = 0.97; NNFI = 0.96; SRMR = 0.05; RMSEA = 0.09. Correlational analyses indicated that the instrument correlated positively with other measures of role stress and negatively with personal accomplishment, which supports convergent and divergent validity, respectively. Implications of the research as well as directions for future studies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10