The study explored the measurement properties of an Italian translation of the Teacher Responsibility Scale (TRS) in a sample of primary and secondary school teachers (N = 506). The instrument, based on a multidimensional model of teacher’s responsibility, includes four subscales assessing responsibility for student motivation, student achievement, relationships with students, and teaching. Results from a series of Confirmatory Factor Analyses (CFA) support the hypothesized four-factor structure of the back-translated version of the TRS, with adequate reliability for all subscales, and the metric invariance of the TRS for primary and middle school teachers compared to high school teachers. The Italian TRS appears to be a reliable and valid instrument to assess teachers’ personal responsibility for educational outcomes, both in basic and applied research in teacher evaluation, as well as in the internal school evaluation processes.
Lo studio presenta la traduzione italiana della Scala di Responsabilità dell’Insegnante (Teacher Responsibility Scale, TRS) in un campione di insegnanti di scuola primaria e secondaria (N = 506). Lo strumento, basato su un modello multidimensionale di responsabilità dell’insegnante, comprende quattro sottoscale che valutano la responsabilità per la motivazione degli studenti, per i risultati degli studenti, per i rapporti con gli studenti e per l’insegnamento. I risultati delle Analisi Fattoriali Confirmatorie (CFA Confirmatory Factor Analysis) supportano la struttura a quattro fattori della versione tradotta del TRS, con un’adeguata affidabilità per tutte le sottoscale e invarianza metrica del TRS per insegnanti di scuola primaria e media rispetto a insegnanti di scuola superiore. Il TRS italiano risulta quindi essere uno strumento affidabile e valido per valutare la responsabilità personale degli insegnanti per i risultati educativi
Matteucci Maria Cristina, Tomasetto Carlo (2018). Teachers’ sense of responsibility for educational outcomes. A study on the measurement properties of the Teacher Responsibility Scale in Italian primary and secondary school teachers. BOLLETTINO DI PSICOLOGIA APPLICATA, LXVI(281), 15-28 [10.26387/bpa.281.2].
Teachers’ sense of responsibility for educational outcomes. A study on the measurement properties of the Teacher Responsibility Scale in Italian primary and secondary school teachers
Matteucci Maria Cristina
;Tomasetto Carlo
2018
Abstract
The study explored the measurement properties of an Italian translation of the Teacher Responsibility Scale (TRS) in a sample of primary and secondary school teachers (N = 506). The instrument, based on a multidimensional model of teacher’s responsibility, includes four subscales assessing responsibility for student motivation, student achievement, relationships with students, and teaching. Results from a series of Confirmatory Factor Analyses (CFA) support the hypothesized four-factor structure of the back-translated version of the TRS, with adequate reliability for all subscales, and the metric invariance of the TRS for primary and middle school teachers compared to high school teachers. The Italian TRS appears to be a reliable and valid instrument to assess teachers’ personal responsibility for educational outcomes, both in basic and applied research in teacher evaluation, as well as in the internal school evaluation processes.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
