Teacher Disposition Scale (TDS): construction and psychometric validation

Authors

Conor West, University of WollongongFollow
Amanda Ann Baker, University of WollongongFollow
John F. Ehrich, Monash UniversityFollow
Stuart Woodcock, Macquarie UniversityFollow
Sahar Bokosmaty, University of WollongongFollow
Steven J. Howard, University of WollongongFollow
Michelle J. Eady, University of WollongongFollow

RIS ID

132007

Publication Details

West, C., Baker, A., Ehrich, J. Fitzgerald., Woodcock, S., Bokosmaty, S., Howard, S. J. & Eady, M. J. (2018). Teacher Disposition Scale (TDS): construction and psychometric validation. Journal of Further and Higher Education, Online First 1-16.

Abstract

Despite the growing prominence and importance of the field of teacher dispositions for addressing selection criteria and assessment in educational research, there is an absence of psychometrically evaluated instruments to facilitate investigations. Furthermore, research thus far has not explored the relationship between teacher dispositions and better student outcomes. To address this paucity, key dispositional factors conducive to successful teaching and learning were identified through interviewing high performing teachers. Based on the interview, data a 24-item Teacher Disposition Scale (TDS) was constructed consisting of five dimensions: Motivation to teach; Teacher efficacy; Willingness to learn; Conscientiousness; and Interpersonal and communication skill. The scale was psychometrically tested on 179 pre-service undergraduate students at an Australian university. Both factor analysis and Rasch measurement modelling indicated evidence of a reliable and valid multi-dimensional scale. The article concludes with a discussion on the implications of the scale for future research.