Frontiers in Education (Jun 2021)

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

DOI
https://doi.org/10.3389/feduc.2021.676835
Journal volume & issue
Vol. 6

Abstract

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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.

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