A multi-group higher-order factor analysis for studying the gender-effect in Teacher Job Satisfaction
| Autor: | Carlo Cavicchia, Pasquale Sarnacchiaro |
|---|---|
| Přispěvatelé: | Econometrics, Cavicchia, C., Sarnacchiaro, P. |
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Statistics and Probability
Higher-order factor analysis Process (engineering) Measurement model 05 social sciences Applied psychology School self-evaluation Inference 01 natural sciences Test (assessment) 010104 statistics & probability Order (business) 0502 economics and business ComputingMilieux_COMPUTERSANDEDUCATION Job satisfaction 0101 mathematics Composite indicator Psychology Statistical test Common Assessment Framework Reliability (statistics) 050205 econometrics Managing and organization practice |
| Zdroj: | Metron, 80(1), 23-38. Springer-Verlag Italia |
| ISSN: | 0026-1424 |
| Popis: | Teachers’ performances also depend on whether and how they are satisfied with their job. Therefore, Teacher Job Satisfaction must be considered as the driver of teachers’ accomplishments. To plan future policies and improve the overall teaching process, it is crucial to understand which factors mostly contribute to Teacher Job Satisfaction. A Common Assessment Framework and Education questionnaire was administered to 163 Italian public secondary school teachers to collect data, and a second-order factor analysis was used to detect which factors impact on Teacher Job Satisfaction, and to what extent. This model-based approach guarantees to detect factors which respect important properties: unidimensionality and reliability. All the coefficients are estimated according to the maximum likelihood estimation method in order to make inference on the parameters and on the validity of the model. Moreover, a new multi-group test for higher-order factor analysis was proposed and implemented. Finally, we analyzed in detail whether the factors impacting Teacher Job Satisfaction are characterized by gender. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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