Gender-Based Analysis of Teacher Empowerment Scale: Examining Factor Structure and Rasch Model Fit in Higher Education
DOI:
https://doi.org/10.48017/dj.v11i1.3370Keywords:
measurement invariance, item response theory, construct validity, faculty development, organizational climateAbstract
This study examined the measurement invariance and psychometric properties of the Teacher Empowerment Scale across gender groups in higher education. Using Rasch analysis, 86 items spanning three factors (fostering continuous improvement, teaching ownership and freedom, and work climate and conditions) were analyzed with data from 968 faculty members. Results demonstrated excellent model fit (mean infit/outfit MNSQ ≈1.00) and high reliability (α=0.90-0.93) across all factors. Differential item functioning analysis revealed minimal gender-based variations, with only 5 items in factor 1, 4 items in factor 2, and none in factor 3 showing significant differences. The scale provides fair assessment of teacher empowerment constructs for both male and female educators, supporting previous research findings. Recommendations include implementing the scale confidently while attending to items with differential functioning; refining these items to enhance gender neutrality; extending validation research to additional demographic variables; conducting longitudinal studies; and utilizing the three-factor structure for designing targeted interventions. This research addresses existing gaps regarding gender considerations in scale development, advancing equitable assessment instruments for higher education settings.
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