Scale Creation

Two different types of combinations of responses can be distinguished:

• Simple indices - they refer to variables that are:
  • Created by aggregating responses to maintain respondent anonymity (e.g., grouping exact ages into age categories)
  • Derived from existing variables through relational or mathematical calculations (e.g., calculating student–teacher ratios)

• Scales
  Scale scores summarize responses to multiple items addressing the same latent construct. They were derived using latent variable modelling within the framework of confirmatory factor analysis (CFA).
  • The underlying variables were intended to measure the constructs that were unobserved.
  • Scales were operationally defined by observable items and constructed using complex scaling procedures.
  • Typically, scale score estimates represent latent traits derived from the scaling of dichotomous or polytomous (e.g., Likert-type scale) items using latent trait methodology.
  • Scale-item statistics such as item frequencies, number of musings, corrected item-total correlations were used to initially evaluate the quality of the scale items across all countries/sub-national entities.
  • A reliability coefficient (omega) was used as the measure of scale reliability.
  • Exploratory factor analysis (EFA) was used in certain cases to evaluate the dimensionality of the scales.
  • CFA with multiple-group confirmatory factor analysis (MGCFA) was used to validate the constructed scales with regard to its measurement invariance level (e.g., configural, metric, and scalar).
  • CFA was used to construct the scale scores.

Only scale indices are listed below.
 

List of Background Scales

Principal scales

• Instructional leadership (principal)
• Teacher leadership (principal)
• Opportunities to participate in school decisions (principal)
• Academic rigor
• School delinquency and violence
• Diversity beliefs
• Leadership in environmental and sustainability education
• Instructional barriers to teaching climate change
• Attitudinal barriers to teaching climate change
• Workplace well-being and stress (principal)
• Workload stress (principal)
• Job satisfaction with work environment (principal)
• Job satisfaction with profession (principal)

Teacher scales

• Need for professional development in subject matter and subject-specific pedagogy
• Need for professional development in general pedagogy
• Need for professional development for teaching for diversity
• Barriers to professional development: lack of support in access
• Exchange of information and ideas among teachers
• Professional collaboration in lessons among teachers
• Self-efficacy in classroom management
• Self-efficacy in instruction
• Self-efficacy in student engagement
• Self-efficacy in multicultural classrooms
• Growth mindset
• Self-efficacy in special education needs
• Comfort with social and emotional aspects of teaching
• Self-efficacy in using digital resources and tools
• Beliefs in digital resources and tools
• Adversity to digital resources and tools
• Student engagement in environmental and sustainability education
• Confidence to teach about climate change
• Clarity of instruction
• Cognitive activation
• Classroom management
• Use of digital resources and tools for whole class instruction
• Use of digital resources and tools for individualized instruction and assessment
• Perceived classroom disruption
• Adaptive learning
• Progression-based learning
• Autonomy of teaching
• Fulfilment of lesson aims (complexity of teaching)
• Empathy with students
• Social and emotional skill development
• Opportunities to participate in school decisions
• Teacher leadership
• Teacher-student relations
• Relational leadership