Towards an integrative perspective on the structure of teacher work engagement
Article
Perera, Harsha N., Vosicka, Lucie, Granziera, Helena and McIlveen, Peter. 2018. "Towards an integrative perspective on the structure of teacher work engagement." Journal of Vocational Behavior. 108, pp. 28-41. https://doi.org/10.1016/j.jvb.2018.05.006
| Article Title | Towards an integrative perspective on the structure of teacher work engagement |
|---|---|
| ERA Journal ID | 6494 |
| Article Category | Article |
| Authors | Perera, Harsha N. (Author), Vosicka, Lucie (Author), Granziera, Helena (Author) and McIlveen, Peter (Author) |
| Journal Title | Journal of Vocational Behavior |
| Journal Citation | 108, pp. 28-41 |
| Number of Pages | 14 |
| Year | 2018 |
| Place of Publication | United States |
| ISSN | 0001-8791 |
| 1095-9084 | |
| Digital Object Identifier (DOI) | https://doi.org/10.1016/j.jvb.2018.05.006 |
| Web Address (URL) | https://www.sciencedirect.com/science/article/pii/S0001879118300526 |
| Abstract | In recent years, there has been a bourgeoning scholarly interest in teacher engagement that has stemmed, in part, from broader policy discussions around teacher effectiveness. However, theory and research on the dimensional structure of teacher engagement data remains underdeveloped, potentially limiting the interpretational utility of inferences drawn from teacher engagement research. The present study examined the dimensionality of teacher work engagement data using an analytic framework designed to account for multiple sources of construct-relevant multidimensionality. In addition, the measurement and structural invariance across teaching level, the longitudinal invariance and stability, and criterion-related validity with respect to job satisfaction were examined. Results showed that a bifactor-ESEM model, characterized by factors representing general engagement and specific energetic investments, provided the best representation of teacher engagement data. This measurement structure was found to be invariant across teaching level; however, plausible latent mean differences in the engagement dimensions were found across primary and secondary teachers, such that primary teachers reported significantly higher general engagement and specific engagement with students than secondary teachers. Results also supported the full longitudinal measurement invariance of the retained measurement structure and considerable rank-order stability of the general and specific engagement dimensions over a four-month period. Finally, evidence of the criterion-related validity of the engagement scores with respect to job satisfaction was obtained. Taken together, the study yields crucial evidence supporting a novel multidimensional, hierarchical representation of teacher engagement. |
| Keywords | work engagement; teacher engagement; Engaged Teacher Scale; ESEM; bifactor; measurement invariance; longitudinal invariance; stability |
| ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
| 390304. Primary education | |
| 390306. Secondary education | |
| Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
| Byline Affiliations | University of Nevada, United States |
| University of New South Wales | |
| School of Linguistics, Adult and Specialist Education | |
| Institution of Origin | University of Southern Queensland |
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| Perera Granziera Vosicka McIlveen JVB Teacher Engagement Dimensionality.docx | ||
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