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 journalArticlepeer-review

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 languageEnglish
Article number676835
JournalFrontiers in Education
Volume6
DOIs
Publication statusPublished - 10 Jun 2021

Scopus Subject Areas

  • Education

User-Defined Keywords

  • confirmatory factor analyses
  • psychometrics
  • school teachers
  • teacher engagement
  • validation

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