영유아 교사 공감능력 측정도구 개발과 타당화

Objectives The purpose of this study is to examine the relationship between early childhood teachers' empathy ability and teacher-child interaction and play support competency and to examine the mediating effect of play support competency Methods The subjects of this study were 220 teachers who work in the 3 to 5 years old classes of the kindergartens and daycare centers located in J province and G city, the data were analyzed using the SPSS 26.0 program. First, the correlation and effections between early childhood teachers' empathy ability and teacher-child interaction and play support competency was examined. Next, the mediating effect of play support competency in the relationship between early childhood teachers' empathy ability and teacher-child interaction was analyzed. Results First, as a result of examining the correlation between early childhood teachers' empathy ability and teacher-child interaction and play support competency, it was found that there was a significant correlation between variables. In other words, there was a correlation between early childhood teachers' empathy ability and teacher-child interaction, early childhood teachers' empathy ability and play support competency, and there was a correlation between teacher-child interaction and play support competency. Second, this study can be explained that early childhood teachers' empathy ability had to a positive effects on promoting play support competency and teacher-child interaction. Third, as a result of examining the mediating effect of play support competency in the relationship between early childhood teachers' empathy ability and teacher-child interaction, it was found that play support competency partially mediates the relationship between early childhood teachers' empathy ability and teacher-child interaction. This can be explained by the fact that early childhood teachers' empathy ability not only directly affects the process of influencing teacher-child interaction, but also indirectly influences it through the medium of play support competency. Conclusions It suggests that more practical studies on effective early childhood teachers' empathy ability are needed to enhance teacher-child interaction and play support competency.

Objectives To set the empathic ability of early childhood teachers, which affects young children's peer play interactions, as an independent variable and teacher-child interaction as a mediating variable, and to analyze the structural relationship between the variables.
 Methods A survey was conducted targeting 91 early childhood teachers and 343 5-year-old children located in S City, G Province, K City, and J Province to confirm the structural relationship between variables related to children's peer play interaction, and the collected data conducted path analysis using structural equations with PASW 24.0 and AMOS 18.0.
 Results As a result of confirming the structural relationship according to the research question, first, there is a positive correlation between the independent variable, the early childhood teacher's empathy ability, and the mediating variable, teacher-child interaction, and the independent variable, the early childhood teacher's empathy ability, the mediating variable, teacher-child interaction. Among children's peer play interactions, there was a positive correlation with the dependent variable ‘play interaction’, a negative correlation with ‘play disruption’, and no correlation with ‘play interruption’. Secondly, The influence of this dependent variable on children's peer play interaction was confirmed to have a larger indirect effect than a direct effect when mediated by teacher-infant interaction. In addition, it was confirmed that the early childhood teacher's empathy ability showed only a direct effect on teacher-child interaction, and that the mediating variable, teacher-child interaction, also had a direct effect on the dependent variable, children's peer play interaction.
 Conclusions Although the early childhood teacher's empathy ability is significant as a variable that affects children's peer play interactions, it can be predicted that teacher-child interaction is a variable that has a more meaningful impact. This suggests that re-education of teacher-infant interaction that can be practically used in the field is necessary to improve the quality of children's peer play interactions.

The purpose of this study is to develop a Korean version of the teacher self-efficacy scale for early childhood teachers by adapting Bandura's (2006) teacher self-efficacy scale (TSES) and considering the contextual suitability of early childhood education in Korea, and to verify its validity and reliability. In the preliminary investigation, the constructs and questions of the Korean version of the teacher efficacy scale for early childhood teachers were explored through literature analysis, translation-back-translation, and content validity verification. As a result of the preliminary investigation, a preliminary draft of 6 constructs and 28 questions was developed. In main survey, exploratory factor analysis, confirmatory factor analysis, and reliability analysis were conducted on 305 early childhood teachers to verify the scale goodness of the Korean version of the teacher efficacy scale for early childhood teachers. As a result of the study, the Korean version of the teacher efficacy scale for early childhood teachers was developed with 6 constructs and 28 questions, and the Cronbach’s α coefficient was found to be .96. Therefore, the Korean version of the teacher efficacy scale for early childhood teachers developed in this study was found to be an appropriate scale for measuring the teacher efficacy of early childhood teachers.

Objectives This study aim to verify the HESQUAL model whether it is an effective evaluation tool for evaluating teaching and administrative service quality in Chinese higher education.
 Methods This study based on the current situation of higher education in China, and flexible application of evaluation index of the HESQUAL model, adopted a research method of holistic approach, extracting and conducted initial test on factors for evaluation of teaching and administrative service quality in Chinese higher education, and offered an elementary evaluation tool through literature research, in-depth interviews. The study initiated preliminary survey (N=562) and main survey (N=806) distributing questionnaires to the three categories of higher education stakeholders: university students, university teachers and university administrators. Furthermore, software of SPSS 25.0 and AMOS 21.0 tested the reliability and rationality of the evaluation tool through exploratory factor analysis and confirmatory factor analysis, and yielded the final evaluation tool and model.
 Results Foremost, through exploratory factor analysis, a 5 dimensions solution with 20 indicators of the special evaluation tool for evaluation teaching and administrative service quality in Chinese higher education with internal consistency (α=.972) was identified in the preliminary survey. Secondly, through confirmatory factor analysis proved their sound model fit (χ2/df=4.512; CFI=.967; TLI=.961; GFI=.910; RMSEA=.066), good convergent validity and discriminant validity.
 Conclusions It was concluded that the evaluation tool is an effective and reliable tool for teaching and administrative service quality in Chinese higher education. This conclusion is exploratory, especially joined the dimension of “Students’ Personal Growth Quality in the University at learning”, which has rarely been seen in previous studies. But in the in-depth interview, experts reached a consensus.

Early childhood education teachers in Indonesia often lack standardized tools to assess their pedagogical and professional competence. This study aims to develop and validate a reliable self-evaluation instrument by identifying key competency dimensions to support early childhood teachers in reflecting on their professional practices. The instrument consists of 39 items encompassing seven competency dimensions: evaluation and reflection skills, holistic educational approach, curriculum mastery, learning activity design, professionalism, technology integration, and communication. Data were collected using a 4-point Likert scale from 276 respondents for exploratory factor analysis (EFA) and 978 respondents for confirmatory factor analysis (CFA). EFA was used to identify the instrument's underlying factor structure, while CFA tested the model's fit with empirical data. The EFA results indicate that seven factors with eigenvalues greater than 1 were extracted, explaining 60.378% of the total variance across the 39 items. CFA results confirm that the conceptual model aligns with empirical data, with all standardized loading factors found to be significant. Construct reliability, measured using Composite Reliability (CR), shows that four of the seven dimensions have satisfactory reliability (CR > 0.70), while the remaining three dimensions demonstrate moderate reliability. This study contributes to early childhood education by presenting a validated and reliable self-assessment instrument to measure early childhood teachers’ pedagogical and professional competence. The instrument supports teachers in reflecting on their teaching practices and promotes ongoing professional development. It also offers a foundational tool for policymakers and institutions to improve teacher quality. Future research can examine its applicability in various educational contexts and evaluate its effectiveness in guiding targeted development programs.

Safety is a major concern in the oil and gas industry due to accidents with the potential for catastrophic consequences. One of these was the Piper Alpha drilling platform disaster in 1988, which resulted in the loss of the Piper Alpha platform and the subsequently 167 lives; the worst disaster in the oil and gas industry. To foster a proactive approach in the prevention of workplace injuries, organisations have turned towards key predictors of safety, such as leadership. However, simply practising leadership behaviours is not enough to improve safety, especially in safety-critical organisations. An inability to move beyond the formal control inherent in traditional bureaucratic mindsets limits the applicability of mainstream leadership theories for safety-critical organisations. To address this challenge, this research study adopts a different paradigm for leadership, one which frames leadership as a complex interactive dynamic from which adaptive outcomes emerge as complexity science. Hence, the aim of this research study was to investigate the direct relationship between leadership behaviours and safety outcomes, and the mediating effect of complexity science principles. To accomplish this, a conceptual model was developed using theoretical foundation built from the literature review. The model comprises three main components: 1) leadership behaviours, 2) five complexity science principles (connectivity, interdependence, feedback, exploration-of-the-space-of-possibilities and co-evolution) and 3) three safety outcomes (safety participation, safety compliance and safety climate). These components were linked by the proposed hypotheses that were established based on assumed theoretical relationships. To assess and validate the conceptual model and test the hypotheses, a series of quantitative approaches were employed. A multivariate statistical approach was utilised for data collection through a questionnaire survey; 173 project managers participated in the survey. These individuals are responsible for emergency commands, as well as the day-to-day management of safety. Principal component analysis/Exploratory factor analysis was performed to identify the factor structures representing each underlying construct. Confirmatory factor analysis was conducted to validate the results obtained from the exploratory factor analysis, followed by multiple regression analysis. Next, structural equation modelling was applied to test the structural models for hypotheses testing. The regression analyses demonstrated that all three identified leadership behaviours — 1) empowering & engaging, 2) modelling & reinforcing, and 3) promoting & enabling — directly influenced the level of safety participation and safety compliance. Additionally, all five principles of complexity science mediated the relationship between empowering & engaging leadership behaviour, and safety participation and safety compliance. As for the hypothesised relationship between modelling & reinforcing leadership behaviour and safety outcomes, apart from the co-evolution principle, all other complexity science principles arbitrated the relationship with safety participation and safety compliance. Furthermore, the relationships between promoting & enabling leadership behaviour, and safety participation and safety compliance were mediated by all five principles of complexity science. Finally, structural equation modelling was used to refine and confirm the findings of the regression analysis, verifying both empowering & engaging, and promoting & enabling leadership behaviours have direct and indirect influences on safety participation and safety compliance levels as a result of all five complexity science principles. And established that modelling & reinforcing leadership behaviour has direct and indirect effects on safety participation and safety compliance levels under the influence of only four complexity science principles — namely, connectivity, interdependence, feedback and exploration-of-the-space-of-possibilities. On the basis of the research results, this study provides insight into the understanding of safety leadership by the empirical evidence that displayed the relationships between the three leadership behaviour constructs and their contribution to the effect of complexity science principles and safety outcomes within the oil and gas industry. From these results, the study provides a list of recommendations for research on the effect of leadership behaviours on complexity science principles and safety outcomes.

This study aims to explore the structure of Pedagogical Content Knowledge of Physical Education (PCK-PE), develop a scale, and verify its validity. This study was divided into primary and secondary preliminary surveys and one main survey. First, a scale was developed through the Delphi verification process after data were collected through an open questionnaire administered to 97 physical education teachers in January 2020. Second, a descriptive statistical analysis and an exploratory factor analysis was performed on data collected from 163 physical education teachers in February 2020. Finally, a questionnaire was administered to 265 physical education teachers in March 2020. The reliability of the scale was analyzed. Through confirmatory factor analysis, convergent, nomological, and discriminant validity were verified. A correlation analysis was conducted to verify criterion-related validity. Based upon the analysis, a PCK-PE scale was developed with 21 questions and five factors: knowledge of curriculum, pedagogy, educational philosophy, education evaluation, and class environment. The reliability and validity of the developed scale were verified.

Portfolio is one of the common forms of pedagogical documentation around the world. However, there is no suitable instrument to measure teachers’ portfolio practices in early childhood education. In this study, it was aimed to develop scales on portfolio practices and its possible predictors based upon extended Theory of Planned Behavior (TPB). Initially, content validity was ensured with expert opinions and cognitive interviews with early childhood teachers. After that pilot data were collected from 371 early childhood teachers and exploratory factor analysis (EFA) was conducted to explore the factor structure of the scales. Then, main study data were gathered from 605 early childhood teachers, and confirmatory factor analysis (CFA) was conducted to confirm the factor structure of the scales. Internal consistency coefficients were also calculated for the reliability analysis in both pilot study and main study data. As a result, findings confirmed the validity and reliability of the scales.

Digital competences represent essential skills for adapting to 21st-century conditions; encompassing the safe and critical use of information society technologies for work, daily life, and communication. Determining the digital competence levels of individuals is crucial to guide interventions aimed at enhancing these competences. This study presents the development process of a Digital Competence Scale for Faculty Members (DCS-FM), designed specifically to assess the digital competence levels of higher education instructors. The data collection process took place during the 2020–2021 academic year among faculty members working at ... University in ... province of Türkiye. Researchers collected the data themselves to ensure consistency and reliability throughout the process. As part of the validity studies, an exploratory factor analysis was conducted, yielding a six-factor structure. Confirmatory factor analysis confirmed that the six-factor structure demonstrated good model fit indices. In the process of developing the scale and conducting validity and reliability studies, data were collected from a total of 740 unique faculty members. The scale development process involved two pilot applications and one main application, with exploratory factor, confirmatory factor, and item analyses conducted throughout. Confirmatory factor analysis of the collected data yielded a 30-item scale encompassing six factors. These factors align with the European Framework for Digital Competence of Educators (known as ‘DigCompEdu’) developed by the European Commission Joint Research Centre. Based on the validity and reliability analysis results and findings, it can be concluded that the scale possesses the sufficient psychometric properties sought in the literature.

To the Editor: With the increase in life expectancy, the number of adults aged 60 and older will increase to 2 billion by 2050, 80% of whom will be living in developing countries.1 Falling is one of the main health problems of older adults, with approximately one-third of individuals aged 65 and older experiencing falls.2 Falls and fear of falls are related to one another, with each being a risk factor for the other.3 Fear of falls may result in avoidance of daily activities and reduction in the older adult's quality of life.4, 5 The Falls Efficacy Scale—International (FES-I) is an instrument that Prevention of Falls Network Europe (ProFaNE) designed to investigate fear of falls in older adults.6 The present study was conducted to assess the reliability and validity of a Persian version of the FES-I in Iranian older adults. Individuals aged 60 and older from a retirement center in Tabriz (Iran) who were able to speak, comprehend, read, and write Persian and were living independently in the community participated (n = 200). The study was performed between October 2012 and March 2013 after approval of the ethics committee of Tabriz University of Medical Sciences. The FES-I is a self-report questionnaire with 16 items assessed on a four-item Likert scale (not at all concerned to very concerned).6 Cronbach alpha (internal consistency) and Spearman-Brown correlation coefficients (test–retest) were used to investigate reliability; values greater than 0.7 indicated good reliability, and values less than 0.5 indicated unacceptable reliability.7 To determine the validity of the construct, exploratory and confirmatory factor analysis were considered. Correlation matrix, principal axis factoring, varimax rotation, and the Kaiser-Meyer-Olkin measure of sampling adequacy (KMO) were used for exploratory factor analysis.1 To evaluate the structure of the factors of exploratory factor analysis, goodness of fit of confirmatory factor analysis was conducted based on chi-square degrees of freedom (χ2/df) less than 5, goodness-of fit index (GFI), adjusted goodness-of-fit index (AGFI) greater than 0.9, root mean square residual (RMSR) less than 0.1, root mean square error of approximation (RMSEA) less than 0.08, comparative fit index (CFI) greater than 0.9, normed fit index (NFI) greater than 0.9, non-normed fit index (NNFI) greater than 0.9, incremental fit index (IFI) greater than 0.9, relative fit index (RFI).7 Data analysis was performed using SPSS version 11.5 (SPSS Inc., Chicago, IL). In all analyses, P < .05 was considered statistically significant. Cronbach alpha was 0.90 to 0.95 and Spearman-Brown correlation coefficients were 0.82 to 0.84 for the factors and total instrument. The adequacy of the factor analysis model was confirmed (KMO = 0.936 and for Bartlett test, χ2 of Bartlett test was 2,505.781, df 120, P < .05). In exploratory factor analysis with varimax rotation, two factors were extracted. Items 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, and 16 from the questionnaire were loaded in the first factor, and items 11, 13, 14, and 15 were loaded in the second factor. Two extracted factors determined 67.55% of total variance changes.1 In confirmatory factor analysis, based on the comparison of the data of goodness of fit for two- and one-factor analysis and theoretical basic (χ2/df < 5, RMSR < 0.1, NFI > 0.9, NNFI > 0.9, CFI > 0.9, IFI > 0.91) and the closeness of GFI and AGFI to 0.9, there was no considerable difference in these values for three models. All relationships between the items and factors were significant (P < .05). Thus, based on this model, the structure of exploratory factor analysis for this questionnaire was confirmed in two factors (Table 1). Test–retest and internal consistency reliability in accordance with previous literature were confirmed.6, 8-10 In the investigation of factor analysis in the present study and other studies, two factors were extracted, but loaded items on each factor in the studies were different.6, 10 Based on the results of this study, the Persian version of the FES-I has good validity and reliability in community-dwelling older people. This instrument can be used as an easy, low-cost method of measuring fear of falling in Iranian older adults. This article is the result of a thesis approved by the ethics committee of Tabriz University of medical sciences no. 9161. Our gratitude goes to all the older adults participating in this study, ProFANE, and the collaboration of Persian and English translators who helped us in translating the instrument. Finally, we are grateful to the staff of the Tabriz retirement center in allowing us to conduct the research there. Conflict of Interest: The editor in chief has reviewed the conflict of interest checklist provided by the authors and has determined that the authors have no financial or any other kind of personal conflicts with this paper. Author Contributions: All authors contributed to this paper. Sponsor's Role: None.

Workplace incivility is defined as low-intensity deviant behavior with ambiguous intent to harm the target. In this sense, it involves a violation of workplace norms that could damage the quality of working relationships. The aim of this study is to evaluate the factor structure of the adaptation of Straightforward Incivility Scale (SIS; Leiter 2013) in an Italian sample. A sample of 404 healthcare workers completed the SIS. Exploratory and confirmatory factor analyses were conducted. In the first step of analysis, exploratory factor analysis and parallel analysis with 202 participants revealed three factors: supervisor, coworker, and instigated incivility. In the second step, a confirmatory factor analysis with 202 participants supported the 15-item three-factor model in the cross-validation sample. Results provide confirmation of the cross-cultural stability of the facet, factor, and global scale structure of the SIS.

Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation

This study aimed to investigate the latent constructs in the Foreign Language Classroom Anxiety Scale using a research context of Japanese undergraduates who learn English as a foreign language. The study conducted both exploratory and confirmatory factor analysis against two different groups of Japanese undergraduate students. First, exploratory factor analysis was used to extract factors from 33 items of the scale in its application to 149 management major students. Subsequently, confirmatory factor analysis was conducted on the factors from the exploratory factor analysis. Data from 237 English language learners at two universities—155 undergraduates at a foreign study university and 82 at a general university—were applied to test a hypothetical model in relation to the extracted latent constructs. Results of the two factor analyses identified and confirmed two underlying components of the scale: (1) communication apprehension and (2) fear of failing. The model fit statistics illustrated that the two-factor paradigm appropriately fit the data from the second undergraduate group. Implications of the results are discussed.

Teacher leadership is gaining momentum in the school improvement program nowadays. School reformation depends on teacher leaders' ability to implement new approaches and help colleagues develop their skills, values, and expertise. Thus, this study aimed to develop and validate the teacher leadership instrument to measure the aspect of value using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), which has 31 items. The data were analyzed using Statistical Packages for the Social sciences version 22 and Structural Equation Modelling version 20.0. This study was administered to 320 teachers in 19 secondary schools in Kuala Lumpur, Malaysia, using questionnaires. The Exploratory Factor Analysis (EFA) yielded a 29 items three-factor model termed as Being a Consultant (PR), Fostering a Cooperation Culture (MBK), and Leading the Teaching and Learning Process (PPdP). The Confirmatory Factor Analysis yielded 17 items demonstrating three factors that achieved the model fit index, with Chi-squared/degree of freedom (Chisq/df) = 2.541, Tucker-Lewis Index (TLI) = 0.934, Comparative Fit Index (CFI) = 0.944; and Root Mean Square Error of Approximation (RMSEA) = 0.070. The composite reliability and average variance extracted of the domains ranged from 0.54 to 0.57 and 0.85 to 0.89. The study found that the instrument is valid and reliable in measuring the values aspect of teacher leadership models. This model's development can have a huge impact on teachers' leadership training through the teachers' professionalism improvement programs.

To examine whether the psychometric properties of the effort-reward imbalance (ERI) at work scales could be replicated with post-myocardial infarction (post-MI) patients and to measure the criterion validity through its association with psychological distress. A cross-sectional survey was conducted among 814 patients (739 men and 75 women) who had returned to work after their first MI and who were followed up by telephone at an average of 2.2 years after their baseline interview (1998-2000). The psychological demands scale of the Karasek Job Content Questionnaire was used to measure effort. Reward was measured with nine items from the original reward scale by Siegrist plus two proxy items. Exploratory and confirmatory factor analyses were used to test the theoretical structure of ERI. Using log-binomial regression models, we evaluated the association between ERI scales and psychological distress measured with the 14-item Psychiatric Symptom Index. ERI scales and subscales demonstrated adequate internal consistencies. Exploratory factor analysis using oblique (promax) rotation yielded a three-factor solution with items representative of extrinsic effort (Factor 1) and reward subscales (Factors 2 and 3). Confirmatory factor analysis demonstrated a good fit with the data. The internal consistencies and discriminant validities of the ERI scales were satisfactory. Furthermore, effort, reward, and ERI ratio were significantly associated with psychological distress (adjusted prevalence ratio [PR] = 1.71, 95% confidence interval [CI] = 1.26-2.31; PR = 1.63, 95% CI = 1.16-2.29; and PR = 1.70, 95% CI = 1.17-2.47, respectively). The psychometric properties of the ERI scales were generally reproduced among post-MI patients. The associations with psychological distress supported the criterion validity of the ERI scales in this population.