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ERIC Number: ED348401
Record Type: RIE
Publication Date: 1992-Apr
Pages: 11
Abstractor: N/A
Reference Count: 0
The Factor Structure of the North Carolina Teaching Performance Appraisal Instrument: Another Look.
Ware, William B.; And Others
This paper extends the factor analytic research of C. W. Swartz and others (1990) on the North Carolina Teaching Performance Appraisal Instrument (NCTPAI), which contains 28 teaching practices grouped into 5 functions (management of instructional time, management of student behavior, instructional presentation, instructional monitoring, and instructional feedback). Data were collected on 305 teachers in a large city/county school system, using full-time professional teacher observers/raters. The professionally trained observers/raters rated each of the 28 practices on a 6-point scale, visited the teachers' classrooms, and made extensive notes relating to the 28 practices. One item was observed in less than half of the classrooms and was deleted, leaving a pool of 27 items. After deleting cases with missing values on the remaining 27 items, the data on 247 teachers were used. A confirmatory factor analysis, using the two factor (instructional presentation and management of student behavior) oblique solution of Swartz and others, was completed. Results were compared to those of the earlier study. Additional exploratory factor analyses were conducted to find a more appropriate model. The two factor oblique solution did not provide an adequate fit for the data. Analyses of the chi-squared test for the model and the fit indices suggest an inadequate model. The original factors of instructional monitoring and instructional feedback may be only one factor, with the other three original factors being maintained. Three tables are included. (RLC)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Monitoring; North Carolina Teaching Performance Appraisal; Research Replication; Teacher Competency Testing
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).