TALIS Starting Strong 2018 OUTCOME MEASURES

Assessment domain(s)

No assessment

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Questionnaire and background scales

Leader scales

  • Needs for professional development for instructional leadership
  • Environment of the neighborhood
  • Leader support for pedagogical learning
  • Approaches to multicultural and gender diversity
  • Parent engagement/guardian and relationship with the community,
  • Networking with parents, other ECEC leaders, ISCED 1 teachers, and related institutions
  • Distributed leadership
  • Satisfaction with ECEC center, professions, and working conditions,
  • Sources of work stress

Staff scales

  • Staff need for professional development in pedagogical content knowledge
  • Staff need for professional development for dealing with diversity
  • Facilitating socio-emotional development
    • Facilitating child initiative
    • Facilitating prosocial behavior
    • Facilitating emotional development
  • Facilitating learning and development
    • Facilitating language development
    • Facilitating literacy development
    • Facilitating numeracy development
  • Satisfaction with work environment or working conditions
  • Sources of work stress
  • Staff participation in collaborative PD
  • Engagement in collaborative professional practices
  • Activities to enhance the development of children’s abilities and skills; Staff pedagogical practices (Match to the needs)
  • Behavioral support
  • Facilitating parent/guardian engagement
  • Activities to enhance the development of children’s abilities and skills (diverse kinds of activities)
  • Staff beliefs of self-efficacy
  • Satisfaction with profession
  • Behavioral management; facilitating play and child-initiated activities; language stimulation and support for literacy learning staff
  • Situational judgement, facilitating pro-social behavior
  • Situational judgement, facilitating play and child-initiated activities
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Other scales

Two different types of indices can be distinguished:

Simple indices - Constructed through simple arithmetical transformation or by recoding one or more items, such as ratios, or binary indicators, for example:

Complex scale indices

  • The underlying variables were intended to measure characteristics that are unobserved, such as self-efficacy or beliefs.
  • The indices were derived using latent modelling within the framework of confirmatory factor analysis (CFA).
  • Typically, scale scores for these indices are estimates of latent traits derived through evaluation of each scale by testing for construct reliability and construct invariance, and final scale modelling.
  • Complex scale-item statistics such as item frequencies and item-total correlations were used to initially evaluate the quality of the scale items across all countries.
  • A reliability coefficient alpha (Cronbach’s alpha) was used as the measure of scale reliability.
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