ERIC Number: ED366631
Record Type: Non-Journal
Publication Date: 1993-Nov
Reference Count: N/A
Teachers' Professional Orientation: An Empirical Examination of the Construct Validity Using the Results of Large-Scale Factor Analyses.
Chauvin, Sheila W.; Ellett, Chad D.
The construct validity of the Attitudes of Professional Autonomy (APA) as a proxy measure of professional orientation was studied. The sample consisted of all teachers in 94 schools in 6 districts in Louisiana, closely representing the statewide distribution of all schools by level and socioeconomic status. Usable data were received from 1,921 teachers (APA responses and a demographic questionnaire). A series of factor analyses was completed, and Cronbach Alpha reliability procedures were used to examine the internal consistency reliability of the factor-analyzed, reconstructed versions of the APA. Findings suggest that the construct of professional attitudinal autonomy, as measured by the APA, is a two-dimensional construct. The realignment of items based on these factor analyses is a better operational definition and a more valid measure of the professional attitudinal autonomy construct than prior item alignments. The reconstructed APA subscales appear to be relatively independent measures, and both the Interpersonal Autonomy and Organizational Autonomy subscales are measures of the more global construct of professional attitudinal autonomy. Findings suggest the need to re-examine and redefine the concept of professional orientation to include current conceptions of professionalism in school organizational contexts. Two tables present study findings. (Contains 46 references.) (SLD)
Descriptors: Construct Validity, Elementary School Teachers, Elementary Secondary Education, Factor Analysis, Factor Structure, Organizational Climate, Personal Autonomy, Professional Autonomy, Professional Development, Questionnaires, Secondary School Teachers, Teacher Attitudes, Teacher Role, Test Reliability
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana