Abstract
This study examines measurement invariance of student perceptions of teaching quality collected in five countries: Indonesia (n students = 6,331), the Netherlands (n students = 6,738), South Africa (n students = 3,422), South Korea (n students = 6,997) and Spain (n students = 4,676). The administered questionnaire was the My Teacher Questionnaire (MTQ). Student perceived teachers’ teaching quality was estimated using the partial credit model (PCM). Tests for differential item functioning (DIF) were used to assess measurement invariance. Furthermore, if DIF was found, it was explored whether an application of a quasi-international calibration, which estimates country-unique parameters for DIF items, can provide more valid estimates for between-country comparisons. Results indicate the absence of non-uniform DIF, but presence of uniform DIF among most items. This suggests that direct comparisons of raw mean or sum scores between countries is not advisable. Details of the set of invariant items are provided. Furthermore, results suggest that the quasi-international calibration is promising, but also that this approach needs further exploration in the context of student perceptions of teaching quality.
Highlights
This study examines measurement invariance (MI) of student perceptions of teaching quality
The aim of this study is to explore MI of student perceptions in five different countries to reveal a potential indication of how results obtained with student perceptions gathered through surveys compare internationally
Prior research in Indonesia, South Korea, the Netherlands, South Africa, Spain, and Turkey applied confirmatory factor analysis (CFA) and Multiple Group Confirmatory Factor Analysis (MGCFA) and provides evidence that in all six countries the variety in effective teaching behaviors is well-represented by a sixfactor structure (André et al, 2020; Inda-Caro et al, 2019; Maulana & Helms-Lorenz, 2016)
Summary
This study examines measurement invariance (MI) of student perceptions of teaching quality. Prior research in Indonesia, South Korea, the Netherlands, South Africa, Spain, and Turkey applied CFA and MGCFA and provides evidence that in all six countries the variety in effective teaching behaviors is well-represented by a sixfactor structure (André et al, 2020; Inda-Caro et al, 2019; Maulana & Helms-Lorenz, 2016). These studies termed these factors as domains and the six domains are labeled as safe and stimulating learning climate, efficient classroom management, clear and structured instruction, activating teaching, teaching learning strategies, and differentiation.
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