On the Measurement of Preservice Teacher Commitment: Examining the Relationship Between Four Operational Definitions and Self-Efficacy Beliefs
Educational Research and Administration
Using a sample of 287 preservice teachers from a large Midwestern university in the United States, this study examined the predictive relationships between four unique measures of commitment and a commonly used measure of teacher self-efficacy, as frequently employed in teacher commitment research. Differential response patterns and predictive relationships were examined with multiple-group structural equation models to compare results of decisions about instrumentation. Results suggest that while there were no differential response patterns to the instruments, the predictive relationships significantly differed as a function of group identification. Suggestions for measuring and interpreting the relationships shared with commitment are further discussed.
Teaching and Teacher Education
Chesnut, S. R.
(2017). On the Measurement of Preservice Teacher Commitment: Examining the Relationship Between Four Operational Definitions and Self-Efficacy Beliefs. Teaching and Teacher Education, 68, 170-180.
Available at: https://aquila.usm.edu/fac_pubs/15055