Investigating Some Construct Validity Threats to TALIS 2018 Teacher Job Satisfaction Scale: Implications for Social Science Researchers and Practitioners

Yusuf F Zakariya

doi:10.3390/socsci9040038

Abstract

The credibility of findings ensuing from cross-sectional survey research depends largely on the validity and reliability of the research instruments. Critical attention to the quality of such instruments will ensure logical and valid results. The purpose of this article is to provide evidence for two methodological issues observed that are potential threats to construct validity of widely used Teaching and Learning International Survey (TALIS) 2018 data on teacher job satisfaction scale (TJSS). The first issue concerns reverse recoding of some items necessary to obtain a coherence covariance between these items and other items on the same subscale. The second issue concerns the addition of item cross-loading necessary to improve the fit of the TJSS. Both conceptual and empirical arguments are provided in the current article to substantiate these observations. A series of structural equation modeling tests are evaluated to assess the measurement model of the TJSS across 27 randomly selected countries/economies that participated in the survey. The results reveal gross misspecifications in the measurement model if these issues are not addressed. An alternative two-factor structure with an item cross-loading is proposed and evaluated for TJSS and found acceptable across the countries/economies. Some implications of findings for methodologists and practitioners are presented.

Highlights

Effective teachers are considered cardinal to the development and improvement of the teaching-learning process across the globe
A series of structural equation modeling tests are evaluated to assess the measurement model of the teacher job satisfaction scale (TJSS) across 27 randomly selected countries/economies that participated in the survey
Results from the analyses of the first measurement model are presented in Table 3 for each selected country or economy

Summary

Introduction

Effective teachers are considered cardinal to the development and improvement of the teaching-learning process across the globe. For an apparent reason that such teachers are less prone to quitting the job, have low burnout, are innovative, motivate students to learn, and bring about improved learning outcomes (Skaalvik and Skaalvik 2011). Identifications of such teachers, coupled with recruiting and maintaining them on the teaching profession, have become a challenge for educators, policymakers, and other stakeholders. TALIS is a large-scale survey that provides international empirical evidence for current practices of both teachers and school leaders, e.g., principals.

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Discussion

Conclusion