Development and Psychometric Properties of a Scale of Teachers’ Coping Strategies Towards the Evaluation of Performance in Public Schools
Teaching evaluation performance is an important policy adopted by the governing body of education in Peru to promote the growth of educational quality, professional development, and continuous training of teachers, as well as to ensure educational quality standards, especially in Peruvian elementary...
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| Lenguaje: | inglés |
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2024
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| author | Chambilla-Apaza, Jocabeth Nohemi Merchan-Fuentes, Ailyn Yicela Cunza Aranzábal, Denis Frank Abanto Ramirez, Carlos Daniel |
| author_browse | Abanto Ramirez, Carlos Daniel Chambilla-Apaza, Jocabeth Nohemi Cunza Aranzábal, Denis Frank Merchan-Fuentes, Ailyn Yicela |
| author_facet | Chambilla-Apaza, Jocabeth Nohemi Merchan-Fuentes, Ailyn Yicela Cunza Aranzábal, Denis Frank Abanto Ramirez, Carlos Daniel |
| author_sort | Chambilla-Apaza, Jocabeth Nohemi |
| collection | Producción científica |
| description | Teaching evaluation performance is an important policy adopted by the governing body of education in Peru to promote the growth of educational quality, professional development, and continuous training of teachers, as well as to ensure educational quality standards, especially in Peruvian elementary education. Therefore, this research aims to develop and evaluate the psychometric properties of a scale that measures the coping strategies adopted by elementary education teachers when evaluating their performance. A study was conducted with 317 teachers between 20 and 70 years old (M = 43.6, SD = 11.8) in public education, from preschool (10.4%) to secondary (24.9%) educational levels, including special and alternative education, and with employment status of contracted (46.1%) and appointed (53.9%). An exploratory factor analysis was performed, from which four factors emerged. These factors were then corroborated by confirmatory factor analysis (χ2 = 162, df = 13, CFI = 0.968, TLI = 0.961, RMSEA = 0.061, and SRMR = 0.056) and were named as follows: maladaptive coping, adaptive individual coping, religious coping, and instrumental support coping. Internal reliability was high for the full scale and dimensions (α and ω > 0.8), indicating that it was free of random error, yielding the same results across multiple applications for the same sample. It is concluded that the scale of teachers’ coping strategies towards the evaluation of performance (STCEP) is a valid and reliable instrument to measure coping strategies adopted by elementary education teachers in response to performance evaluation. |
| format | Article |
| id | oai:cris.upeu.edu.pe:20.500.15037/121 |
| institution | UPeU |
| language | English |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
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| spelling | oai:cris.upeu.edu.pe:20.500.15037/1212026-10-30T16:14:31ZDevelopment and Psychometric Properties of a Scale of Teachers’ Coping Strategies Towards the Evaluation of Performance in Public SchoolsChambilla-Apaza, Jocabeth NohemiMerchan-Fuentes, Ailyn YicelaCunza Aranzábal, Denis FrankAbanto Ramirez, Carlos Danielstresscoping strategiesevaluating teacher performanceelementary educationvalidityreliabilityTeaching evaluation performance is an important policy adopted by the governing body of education in Peru to promote the growth of educational quality, professional development, and continuous training of teachers, as well as to ensure educational quality standards, especially in Peruvian elementary education. Therefore, this research aims to develop and evaluate the psychometric properties of a scale that measures the coping strategies adopted by elementary education teachers when evaluating their performance. A study was conducted with 317 teachers between 20 and 70 years old (M = 43.6, SD = 11.8) in public education, from preschool (10.4%) to secondary (24.9%) educational levels, including special and alternative education, and with employment status of contracted (46.1%) and appointed (53.9%). An exploratory factor analysis was performed, from which four factors emerged. These factors were then corroborated by confirmatory factor analysis (χ2 = 162, df = 13, CFI = 0.968, TLI = 0.961, RMSEA = 0.061, and SRMR = 0.056) and were named as follows: maladaptive coping, adaptive individual coping, religious coping, and instrumental support coping. Internal reliability was high for the full scale and dimensions (α and ω > 0.8), indicating that it was free of random error, yielding the same results across multiple applications for the same sample. It is concluded that the scale of teachers’ coping strategies towards the evaluation of performance (STCEP) is a valid and reliable instrument to measure coping strategies adopted by elementary education teachers in response to performance evaluation.Articlehttps://doi.org/10.3390/educsci1412132710.3390/educsci14121327https://hdl.handle.net/20.500.15037/121W4404921731enEducation Sciences2227-71022024-12-022026-06-13T07:47:41Z2026-06-13T07:47:41Z |
| spellingShingle | stress coping strategies evaluating teacher performance elementary education validity reliability Chambilla-Apaza, Jocabeth Nohemi Merchan-Fuentes, Ailyn Yicela Cunza Aranzábal, Denis Frank Abanto Ramirez, Carlos Daniel Development and Psychometric Properties of a Scale of Teachers’ Coping Strategies Towards the Evaluation of Performance in Public Schools |
| title | Development and Psychometric Properties of a Scale of Teachers’ Coping Strategies Towards the Evaluation of Performance in Public Schools |
| title_full | Development and Psychometric Properties of a Scale of Teachers’ Coping Strategies Towards the Evaluation of Performance in Public Schools |
| title_fullStr | Development and Psychometric Properties of a Scale of Teachers’ Coping Strategies Towards the Evaluation of Performance in Public Schools |
| title_full_unstemmed | Development and Psychometric Properties of a Scale of Teachers’ Coping Strategies Towards the Evaluation of Performance in Public Schools |
| title_short | Development and Psychometric Properties of a Scale of Teachers’ Coping Strategies Towards the Evaluation of Performance in Public Schools |
| title_sort | development and psychometric properties of a scale of teachers coping strategies towards the evaluation of performance in public schools |
| topic | stress coping strategies evaluating teacher performance elementary education validity reliability |
| topic_facet | stress coping strategies evaluating teacher performance elementary education validity reliability |
| url | https://doi.org/10.3390/educsci14121327 https://hdl.handle.net/20.500.15037/121 |
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