DIMENSIONS OF TEACHERS’ PERFORMANCE: A CONFIRMATORY FACTOR ANALYSIS

The digital era has transformed education, making digital literacy essential for teachers to integrate technology and enhance student outcomes effectively. This study aims to examine how school culture influences teachers’ performance through their digital literacy, focusing on junior high school teachers in Malang City, East Java, Indonesia. Employing a quantitative approach, data were collected from 214 teachers out of a 457 population using questionnaires. The analysis was conducted through AMOS for Confirmatory Factor Analysis (CFA), SPSS for descriptive statistics, and PLS-SEM for hypothesis testing. The findings reveal that school culture significantly affects teachers’ digital literacy (Ho1) and teacher performance (Ho2) with supportive and innovative environments, while rigid cultures limit creativity. Furthermore, digital literacy was found to enhance teachers’ performance (Ho3) and mediate the impact of school culture on teachers’ performance (Ho4), enhancing teachers’ effectiveness in planning, implementing, and evaluating instruction. This study highlights the critical role of school culture in shaping digital literacy and offers new insights for improving teacher practices in diverse educational settings. Moreover, the role of education policies in fostering a collaborative school culture that enhances teachers’ digital literacy and performance, leading to improved educational outcomes, plays a crucial implication.

This policy research investigates the awareness levels of students in State Universities and Colleges (SUCs) within Davao Region on the risk of social media recruitment into terrorism. With the increase of digital reliance during the COVID-19 pandemic, the rise of cyber threats and extremist exploitation through online platforms, this study explores the need for institutional safety nets that protect students from digital radicalization. Utilising a mixed-methods approach, this study employed descriptive statistics, exploratory factor analysis, and inferential tests to examine the socio-demographic profile of students and identify key protective dimensions. Results revealed two major components: (1) Institutional Safeguarding Frameworks for Heightened Awareness and Information Sensitivity, (2) Global Knowledge Synthesis for Holistic Mitigation. Further, findings underscore significant differences in perception based on gender, year level, and type of gadget use, among female, first-year students and those students engaged in school organizations, expressing higher awareness levels. Through this, the study recommends urgency for policy reforms, institutional frameworks and global strategies tailored to equip SUCs with proactive measures against cyberterrorism recruitment and thereby reinforcing the digital resilience and safety of the students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0423/a.php" alt="Hit counter" /></p>

The aim of this study is to develop a valid and reliable measurement instrument, grounded in Bandura’s social cognitive theory, to comprehensively assess the self-efficacy of physical education teachers. This psychometric and cross-sectional methodological study was conducted using a survey-based scale development design. The initial item pool, generated through a comprehensive literature review, was evaluated based on expert opinions, and content validity was established following a pilot study. The study sample consisted of 419 physical education teachers from various regions of Turkey. Construct validity was examined using item-total correlations, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Reliability was assessed using Cronbach’s alpha coefficients. Item-total correlation coefficients were found to be above 0.45. EFA results revealed a four-factor structure explaining 78.799% of the total variance: teaching process management, student motivation, field expertise, and professional development. CFA fit indices indicated a good model fit. The overall Cronbach’s alpha coefficient of the scale was 0.824, while subscale coefficients ranged between 0.742 and 0.822. Compared to existing instruments, the developed scale may contribute to the literature by providing a comprehensive tool that reflects the socio-cultural and institutional realities of education, focuses on in-service teachers, and holistically captures the unique dimensions of physical education teaching. The Physical Education Teachers’ Self-Efficacy Scale can be considered a valid and reliable instrument for assessing professional competence, informing in-service training programs, and supporting future research.

Although there have been some studies on the success factors for IT software projects, there is still a lack of coherent research on the success factors for IT service projects. Therefore, this study aimed to identify and understand the factors and their relationships that contribute to the success of IT service projects. For this purpose, multivariate regressions and structural equation models (SEMs) were developed and analyzed. The regression models included six project management success criteria used as dependent variables (quality of the delivered product, scope realization and requirements, timeliness of delivery, delivery within budget, customer satisfaction, and provider satisfaction) and four independent variables (agile techniques and change management, organization and people, stakeholders and risk analysis, work environment), which had been identified through exploratory factor analysis. The results showed that not all success factors were relevant to all success criteria, and there were differences in their importance. An additional series of exploratory and confirmatory factor analyses along with appropriate statistical measures were employed to evaluate the quality of these four factors. The SEM approach was based on five latent constructs with a total of twenty components. The study suggests that investing in improving people’s knowledge and skills, using agile methodologies, creating a supportive work environment, and involving stakeholders in regular risk analysis are important for project management success. The results also suggest that the success factors for IT service projects depend on both traditional and agile approaches. The study extensively compared its findings with similar research and discussed common issues and differences in both the model structures and methodologies applied. The investigation utilized mathematical methods and techniques that are not commonly applied in the field of project management success modeling. The comprehensive methodology that was applied may be helpful to other researchers who are interested in this topic.

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

本研究旨在發展國小實施教師專業發展評鑑影響因素之評估量表，透過文獻探討瞭解國內外有關教師評鑑與其影響因素的理論與實務，以建立構念和發展題項。藉由焦點團體與項目分析進行題項的修正、篩選與確認，再運用探索性因素分析以純化測量工具；其次，採驗證性因素分析進行競爭模式的比較以選擇最簡效模式，繼而進行該模式的信效度檢定及測量恆等性驗證。研究結果發現，本量表整體模式適配度評估皆符合統計考驗，並具有二階層模式的因素結構，分為影響組織變革環境因素、組織變革策略及教師個人特性三個分量表，總計69 個測量題項。最後，依據研究結果，提供國 民小學與後續研究之具體建議。 The main purpose of this study was to develop an assessment scale on influencing factor of Teacher Evaluation for Professional Development (TEPD) in elementary schools. According to the literature reviews of influencing factors for implementing teacher professional development evaluation, the construct and measuring items were developed. First, the factor structure and items of the preliminary scale were confirmed by focus group experts’ modifications and item analysis, and then exploratory factor analysis was conducted to purify the dimensions and measuring items of influencing factor for TEPD. Second, confirmatory factor analysis was employed to choose the best model by comparisons of model fits, and further its reliability and validity were tested. Results showed that the two-hierarchical factor structure of the scale was verified, and its goodness-of-fitness conformed to standard. The 69 items were divided into three subscales which included environment factors influencing organizational change, organizational change strategies, and teacher personal factors. Last, suggestions were offered for elementary schools and future research studies.

The structure of mentors' behaviour in clinical nursing education: Confirmatory factor analysis

Background and Purpose: As the nursing profession adapts to changing disease patterns and critical care environments, nurses' professional identity continues to evolve. However, empirical evidence suggests a lack of recently developed nursing professional identity formation scales that could serve as future diagnostic tools for assessing professional identity formation among nurses. The purpose of this study was to develop and test the Nursing Professional Identity Formation Scale specifically tailored to assess nurses' professional identity formation in clinical settings. Methods: This observational study involved 447 participants and used exploratory and confirmatory factor analyses with parallel classification. Results: We deleted 10 of the 32 original items from the exploratory factor analysis following the Delphi expert panel approach. Thus, the final Nursing Professional Identity Formation Scale had 22 items across four factors (fulfilling professional standards, continuous professional development, professional values and ethics, and maintaining professional roles), which together explained 72.04% of the total variance. A second-order confirmatory factor termed "nursing professional identity formation" with 17 items (root mean square residual = .054) was identified using a second-order confirmatory factor analysis. The Nursing Professional Identity Formation Scale scores differed across nursing position levels, indicating good convergent validity. The final Nursing Professional Identity Formation Scale had a Cronbach's alpha of .94 (range = .86-.90 for the four subscales). Conclusions: The Nursing Professional Identity Formation Scale was validated to fit the data adequately. It can evaluate clinical nurses' professional identity formation and can be used to develop educational strategies to promote their professional identity.

Strengthening health systems through planned safety and quality improvement initiatives is an imperative to achieve more equitable, resilient, and effective care. And yet, years of organizational behavior research demonstrate that change initiatives often fall short because managers fail to account for organizational readiness for change. This finding remains true especially among surgical safety and quality improvement initiatives in low-income countries and middle-income countries. In this study, our aim was to psychometrically assess the construct validity and internal consistency of the Safe Surgery Organizational Readiness Tool (SSORT), a short survey tool designed to provide change leaders with insight into facility infrastructure that supports learning and readiness to undertake change. To demonstrate generalizability and achieve a large sample size ( n =1706) to conduct exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), a collaboration between seven surgical and anesthesia safety and quality improvement initiatives was formed. Collected survey data from health care workers were divided into pilot, exploration, and confirmation samples. The pilot sample was used to assess feasibility. The exploration sample was used to conduct EFA, while the confirmation sample was used to conduct CFA. Factor internal consistency was assessed using Cronbach's alpha coefficient. Results of the EFA retained 9 of the 16 proposed factors associated with readiness to change. CFA results of the identified 9 factor model, measured by 28 survey items, demonstrated excellent fit to data. These factors (appropriateness, resistance to change, team efficacy, team learning orientation, team valence, communication about change, learning environment, vision for sustainability, and facility capacity) were also found to be internally consistent. Our findings suggest that communication, team learning, and supportive environment are components of change readiness that can be reliably measured prior to implementation of projects that promote surgical safety and quality improvement in low-income countries and middle-income countries. Future research can link performance on identified factors to outcomes that matter most to patients.

Designing child-friendly cities is very important for sustainable human development. Child-friendly cities encourage children to grow up in a healthy, safe, and supportive environment. The concept of the “Child-Friendly City” emerged in 1996 at the United Nations Habitat II Conference in Istanbul. This movement promoted supporting children’s development, assuring compliance with their basic rights, and pursuing their subjective well-being through the qualities of the environments of cities. Developing measurement tools to determine the effects of the qualities of the city and its environment on children and what is expected from “Child-Friendly Cities” is crucial. The first aim of this study was to utilize exploratory factor analysis (EFA) to develop the Child-Friendly City Scale-Child Form and provisionally examine its factor structure during this process. The second aim was to examine the factor structure of the developed scale through confirmatory factor analysis (CFA). Participants were 527 middle school students who were divided into two groups for CFA and DFA, 204 in the first group and 323 in the second group. The results of both EFA and CFA supported the developed scale, which has eight dimensions. The Child-Friendly City Scale-Child Form was found to be valid and reliable through various tests. This study contributes to the literature by providing an empirically tested 8-dimension tool to measure children’s perceptions of the child-friendliness of their cities.

Professional development is considered a significant component of teacher agency, recognized as a fundamental competency of the profession and a component of teacher identity. Currently, there is a notable absence of measurement tools in the extant literature that assess teachers' agency levels in the context of their professional development. Addressing this lacuna, the present study aims to develop a scale to evaluate teachers' agency levels in professional development. The study group comprised 293 teachers for exploratory factor analysis and 242 teachers for confirmatory factor analysis. The scale was developed in accordance with the recommended steps for scale development. It consists of 17 items, which are distributed across three dimensions (continuous professional development, voluntary initiatives for professional development, self-evaluation). Exploratory and confirmatory factor analyses were conducted to assess the scale's construct validity. The internal consistency of the scale was then determined using Cronbach's Alpha value. The analyses yielded the Scale of Teacher Agency in Professional Development, a scale that has been proven to be both valid and reliable in determining the level of teachers' agency in the professional development process.

This study aims to determine the description of incentives, school culture and teacher performance at SDN 013 South Balikpapan and to know the incentives and school culture simultaneously and partially influence the performance of teachers in SDN 013 South Balikpapan and to know among the incentives and school culture that has a dominant effect on Performance of teachers at SDN 013 Balikpapan Selatan. This research uses quantitative approach and explanatory research type. The population in this research is all teachers of SDN 013 Balikpapan Selatan. The sample of this study amounted to 30 teachers. The sampling technique uses a saturated sample. Methods of data collection using questionnaires and documentation. The results of this study indicate that the incentive teachers SDN 013 South Balikpapan in good category, school culture SDN 013 Southern Balikpapan is also in good category. There is a simultaneous influence between school incentives and culture on teacher performance SDN 013 Balikpapan Selatan. There is partial influence between school incentive and culture on teacher performance SDN 013 Balikpapan Selatan. Keywords: incentives, school culture, teacher performance

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.

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.

Confirmatory factor analysis of the Cornell scale for depression in dementia among patient with dementia of various degrees