Development and validation of teachers’ psychological empowerment scale in Ethiopian context

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Management in Education Pub Date : 2023-11-21 DOI:10.1177/08920206231215264

Kelemu Zelalem Berhanu

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引用次数: 0

Abstract

The low motivations of teachers in Ethiopia reflect the psychological deempowerment of teachers. Thus, developing a scale is required to know exactly the empowerment level of teachers. Therefore, this study aimed at developing and validating a psychological empowerment scale in the Ethiopian context. The data were gathered from two different groups of 720 teachers (300+420) from 83 schools using a questionnaire. The exploratory factor analysis (EFA) results discovered four dimensions with a total variance of 69.685%. To know the fitness of the instrument in this study, the researcher carried out confirmatory factor analysis (CFA) with the LISREL 8.7 program with 420 participants. RMSEA (RootMean Square Error of Approximation) = .065 level, GFI (Goodness of Fit Index) = .93, adjusted goodness of fit index (AGFI) = .90, incremental fit index (IFI) = .98, relative fit index (RFI) = .96, non-normed fit index (NNFI) = .98 and comparative fit index (CFI) = .98. These values depict the good fitness of the model. Regading reliability, Cronbach’s alpha for goal internalization. Meaning, influence, and competence dimensions were 0.87, 0.842, 0.777, and 0.789, respectively. Total Cronbach’s alpha was .904. For this scale, the Average Variance Extracted and Combined Reliability are more than .7. Thus, the findings revealed that the psychological empowerment Scale, consisting of four dimensions and 15 items, was a valid and reliable instrument in Ethiopian school settings.

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埃塞俄比亚教师心理赋权量表的编制与验证

埃塞俄比亚教师的积极性很低，这反映了教师的心理失权。因此，需要制定一个量表来准确了解教师的赋权水平。因此，本研究旨在制定并验证埃塞俄比亚的心理授权量表。研究采用问卷调查的方式，从来自 83 所学校的两组不同的 720 名教师（300+420）中收集数据。探索性因子分析（EFA）结果发现了四个维度，总方差为 69.685%。为了解该研究工具的适用性，研究人员使用 LISREL 8.7 程序对 420 名参与者进行了确认性因子分析（CFA）。RMSEA（均方根近似误差）= 0.065，GFI（拟合优度指数）= 0.93，调整后拟合优度指数（AGFI）= 0.90，增量拟合指数（IFI）= 0.98，相对拟合指数（RFI）= 0.96，非标准化拟合指数（NNFI）= 0.98，比较拟合指数（CFI）= 0.98。这些数值表明模型的拟合度很高。在信度方面，目标内化的 Cronbach's alpha、意义、影响和胜任力的 Cronbach's alpha 分别为...意义、影响和能力维度的 Cronbach's alpha 分别为 0.87、0.842、0.777 和 0.789。总的 Cronbach's alpha 为 0.904。该量表的平均方差提取率和综合信度均大于 0.7。因此，研究结果表明，由四个维度和 15 个项目组成的心理授权量表在埃塞俄比亚学校环境中是一个有效且可靠的工具。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Management in Education Social Sciences-Education

CiteScore

3.00

自引率

7.70%

发文量

期刊介绍： Management in Education provides a forum for debate and discussion covering all aspects of educational management. We therefore welcome a range of articles from those dealing with day-to-day management to those related to national policy issues. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more expereienced authors. We publish research findings, opinion pieces and individual stories and our contributors come from all sectors of education.