CONFIRMATORY FACTOR ANALYSIS FOR NEW MULTIDIMENSIONAL TEACHER DISPERSION SCALE (32 - 45)
Inconsistencies in measures of teacher collegiality in the literature have called for a re-conceptualization of the teacher collegiality construct. Although many researchers view teacher collegiality as a multifaceted construct, to our knowledge, none of the available instruments have integrated all the important domains that represent its multifaceted nature. This study is our first attempt to examine the psychometric properties of a newly integrated Multidimensional Teacher Collegiality Scale (MTCS). Data were gathered from 836 Maktab Rendah Sains Mara teachers in east Malaysia. Exploratory factor analysis and confirmatory factor analysis techniques were used to examine the instrument. Based on the available literature, we posited an a priori hypothesis that a scale could be explained by seven first-order factors and one second-order factor. We used SPSS v.21 and AMOS 20.0 to analyse the data. Findings supported our hypothesis that the teacher collegiality construct can be explained by seven first-order factors and one hierarchical factor comprising demonstrating mutual support and trust among teachers; observing one another engage in the practice of teaching; jointly planning and assessing teaching practices; sharing ideas and expertise; teaching each other; developing curriculum together; and sharing resources sub scales. Findings also showed acceptable internal consistency reliability for the overall scale and seven specific sub-scales of teacher collegiality.