A Preliminary Psychometric Investigation of a Chinese Version of the Engaged Teachers Scale (C-ETS)

Sammy K. Ho; Hang Chan; Edmund Sze Shing Chan; Kwok Kin Fung; Shirley Suet Lin Hung

doi:10.3389/feduc.2021.676835

A Preliminary Psychometric Investigation of a Chinese Version of the Engaged Teachers Scale (C-ETS)

Sammy K. Ho^*, Hang Chan, Edmund Sze Shing Chan, Kwok Kin Fung, Shirley Suet Lin Hung

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

Abstract

This study examines the psychometric properties of a Chinese version of the Engaged Teacher Scale (C-ETS). A translated questionnaire with 16 items was administered to a sample of 341 primary and secondary school teachers in Hong Kong. A series of confirmatory factor analyses were performed to assess the construct, convergent, and discriminant validity of the scale in alternative models. Results provide support for a second-order model with teacher engagement as an overarching construct with four hypothesized dimensions: emotional engagement, cognitive engagement, social engagement (students), and social engagement (colleagues). The C-ETS provides a useful measure for teacher engagement in Chinese societies. Contributions and limitations of the study are discussed.

Original language	English
Article number	676835
Number of pages	8
Journal	Frontiers in Education
Volume	6
DOIs	https://doi.org/10.3389/feduc.2021.676835
Publication status	Published - 10 Jun 2021

Scopus Subject Areas

Education

User-Defined Keywords

confirmatory factor analyses
psychometrics
school teachers
teacher engagement
validation

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10.3389/feduc.2021.676835

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abstract = "This study examines the psychometric properties of a Chinese version of the Engaged Teacher Scale (C-ETS). A translated questionnaire with 16 items was administered to a sample of 341 primary and secondary school teachers in Hong Kong. A series of confirmatory factor analyses were performed to assess the construct, convergent, and discriminant validity of the scale in alternative models. Results provide support for a second-order model with teacher engagement as an overarching construct with four hypothesized dimensions: emotional engagement, cognitive engagement, social engagement (students), and social engagement (colleagues). The C-ETS provides a useful measure for teacher engagement in Chinese societies. Contributions and limitations of the study are discussed.",

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N2 - This study examines the psychometric properties of a Chinese version of the Engaged Teacher Scale (C-ETS). A translated questionnaire with 16 items was administered to a sample of 341 primary and secondary school teachers in Hong Kong. A series of confirmatory factor analyses were performed to assess the construct, convergent, and discriminant validity of the scale in alternative models. Results provide support for a second-order model with teacher engagement as an overarching construct with four hypothesized dimensions: emotional engagement, cognitive engagement, social engagement (students), and social engagement (colleagues). The C-ETS provides a useful measure for teacher engagement in Chinese societies. Contributions and limitations of the study are discussed.

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A Preliminary Psychometric Investigation of a Chinese Version of the Engaged Teachers Scale (C-ETS)

Abstract

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