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TEACHER-PERCEIVED AUTONOMY: A CONSTRUCT VALIDATION OF THE TEACHER AUTONOMY SCALE

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Date Issued:
2005
Abstract/Description:
Although a link has been demonstrated between teacher autonomy and teacher motivation, job satisfaction, stress (burnout), professionalism, and empowerment, identifying the underlying theoretical dimensions of teacher autonomy itself has met with varied results. The purpose of this study was to verify an existing 2-factor structure of the Teacher Autonomy Scale (TAS) derived from a prior study; the data were analyzed using confirmatory factor analysis (LISREL). The study was conducted in 3 Florida panhandle counties with teachers from elementary, middle, and high schools from each county surveyed. The replication study of the TAS supported the original factors of general teaching autonomy and curriculum autonomy. Internal consistency reliability also improved (r = .83).
Title: TEACHER-PERCEIVED AUTONOMY: A CONSTRUCT VALIDATION OF THE TEACHER AUTONOMY SCALE.
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Name(s): Moomaw, William Edward, Author
Wentz, Patricia J., Committee Chair
Barry, G. Michael, Committee Member
Fuller, Frank L., Committee Member
Pearson, L. Carolyn, Committee Member
Schultz, Marian C., Committee Member
University of West Florida, Degree Grantor
Type of Resource: text
Date Issued: 2005
Publisher: University of West Florida
Language(s): English
Abstract/Description: Although a link has been demonstrated between teacher autonomy and teacher motivation, job satisfaction, stress (burnout), professionalism, and empowerment, identifying the underlying theoretical dimensions of teacher autonomy itself has met with varied results. The purpose of this study was to verify an existing 2-factor structure of the Teacher Autonomy Scale (TAS) derived from a prior study; the data were analyzed using confirmatory factor analysis (LISREL). The study was conducted in 3 Florida panhandle counties with teachers from elementary, middle, and high schools from each county surveyed. The replication study of the TAS supported the original factors of general teaching autonomy and curriculum autonomy. Internal consistency reliability also improved (r = .83).
Identifier: WFE0000027 (IID), uwf:60739 (fedora)
Note(s): Ed.D.
Division of Graduate Studies
Doctorate
Subject(s): Autonomy, teacher autonomy scale, construct validation, teacher autonomy, LISREL
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000027
Restrictions on Access: campus 2008-04-13
Host Institution: UWF

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