Análisis basado en género de la escala de empoderamiento docente: examen de la estructura de los factores y el ajuste del modelo de Rasch en la educación superior
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https://doi.org/10.48017/dj.v11i1.3370Palabras clave:
invariancia de medición, teoría de respuesta al ítem, desarrollo docenteResumen
Este estudio examinó la invarianza de medición y las propiedades psicométricas de la Escala de Empoderamiento Docente en todos los grupos de género en la educación superior. Utilizando el análisis de Rasch, se analizaron 86 elementos que abarcan tres factores (fomento de la mejora continua, propiedad y libertad de la enseñanza, y clima y condiciones laborales) con datos de 968 profesores. Los resultados demostraron un ajuste excelente del modelo (MNSQ medio de ajuste/equipo ≈1,00) y una alta confiabilidad (α=0,90-0,93) en todos los factores. El análisis del funcionamiento diferencial de los ítems reveló variaciones mínimas basadas en el género, con sólo 5 ítems en el factor 1, 4 ítems en el factor 2 y ninguno en el factor 3 mostrando diferencias significativas. La escala proporciona una evaluación justa de los conceptos de empoderamiento docente tanto para educadores como para educadoras, lo que respalda los hallazgos de investigaciones anteriores. Las recomendaciones incluyen implementar la escala con confianza mientras se atienden ítems con funcionamiento diferencial; perfeccionar estos elementos para mejorar la neutralidad de género; ampliar la investigación de validación a variables demográficas adicionales; realizar estudios longitudinales; y utilizar la estructura de tres factores para diseñar intervenciones específicas. Esta investigación aborda las brechas existentes con respecto a las consideraciones de género en el desarrollo de escalas, promoviendo instrumentos de evaluación equitativos para entornos de educación superior.
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Derechos de autor 2026 Teody Lester Panela
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
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