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School Participation Empowerment Scale (SPES) adaptation for teachers in Malaysia

Teacher empowerment is increasingly gaining attention among scholars and practitioners across educational contexts due to positive outcomes, especially for school effectiveness in general. Teachers should be empowered to improve their efficiency and professionalism based on their capabilities towar...

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Main Authors: Mohd Yusoff, Suhaili, Tengku Ariffin, Tengku Faekah, Md Zalli, Mohd Muslim
Format: Article
Language:English
Published: 2020
Subjects:
LB1603 Secondary Education. High schools
Online Access:http://repo.uum.edu.my/27184/1/UJER%208%205%202020%201821%201830.pdf
http://repo.uum.edu.my/27184/
http://doi.org/10.13189/ujer.2020.080518
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spelling my.uum.repo.271842020-07-09T02:49:14Z http://repo.uum.edu.my/27184/ School Participation Empowerment Scale (SPES) adaptation for teachers in Malaysia Mohd Yusoff, Suhaili Tengku Ariffin, Tengku Faekah Md Zalli, Mohd Muslim LB1603 Secondary Education. High schools Teacher empowerment is increasingly gaining attention among scholars and practitioners across educational contexts due to positive outcomes, especially for school effectiveness in general. Teachers should be empowered to improve their efficiency and professionalism based on their capabilities towards achieving an enhanced teacher workplace and well-being in schools. Therefore, this study validated the measurement model of teacher empowerment as a result of a modification in the School Participation Empowerment Scale (SPES) developed by Short and Rinehart (1992). Three items were removed due to the difference in culture, while 35 of the items were retained and modified. The questionnaires were distributed to 371 respondents using multi-stage sampling. These respondents were secondary school teachers from the state of Kelantan. Confirmatory factor analysis (CFA) in Structural Equation Modelling in AMOS version 24 was employed to assess the fitness of the measurement model. The results showed that fitness indexes achieved the level of acceptance (RMSEA = .066, CFI = .926, TLI = .920, ChiSq / df = 2.611). Therefore, this model is suitable for the teacher empowerment construct. This study hopes to be of use in future research on teacher empowerment that could bring further improvement in school effectiveness. 2020 Article PeerReviewed application/pdf en http://repo.uum.edu.my/27184/1/UJER%208%205%202020%201821%201830.pdf Mohd Yusoff, Suhaili and Tengku Ariffin, Tengku Faekah and Md Zalli, Mohd Muslim (2020) School Participation Empowerment Scale (SPES) adaptation for teachers in Malaysia. Universal Journal of Educational Research, 8 (5). pp. 1821-1830. ISSN 2332-3205 http://doi.org/10.13189/ujer.2020.080518 doi:10.13189/ujer.2020.080518
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutional Repository
url_provider http://repo.uum.edu.my/
language English
topic LB1603 Secondary Education. High schools
spellingShingle LB1603 Secondary Education. High schools
Mohd Yusoff, Suhaili
Tengku Ariffin, Tengku Faekah
Md Zalli, Mohd Muslim
School Participation Empowerment Scale (SPES) adaptation for teachers in Malaysia
description Teacher empowerment is increasingly gaining attention among scholars and practitioners across educational contexts due to positive outcomes, especially for school effectiveness in general. Teachers should be empowered to improve their efficiency and professionalism based on their capabilities towards achieving an enhanced teacher workplace and well-being in schools. Therefore, this study validated the measurement model of teacher empowerment as a result of a modification in the School Participation Empowerment Scale (SPES) developed by Short and Rinehart (1992). Three items were removed due to the difference in culture, while 35 of the items were retained and modified. The questionnaires were distributed to 371 respondents using multi-stage sampling. These respondents were secondary school teachers from the state of Kelantan. Confirmatory factor analysis (CFA) in Structural Equation Modelling in AMOS version 24 was employed to assess the fitness of the measurement model. The results showed that fitness indexes achieved the level of acceptance (RMSEA = .066, CFI = .926, TLI = .920, ChiSq / df = 2.611). Therefore, this model is suitable for the teacher empowerment construct. This study hopes to be of use in future research on teacher empowerment that could bring further improvement in school effectiveness.
format Article
author Mohd Yusoff, Suhaili
Tengku Ariffin, Tengku Faekah
Md Zalli, Mohd Muslim
author_facet Mohd Yusoff, Suhaili
Tengku Ariffin, Tengku Faekah
Md Zalli, Mohd Muslim
author_sort Mohd Yusoff, Suhaili
title School Participation Empowerment Scale (SPES) adaptation for teachers in Malaysia
title_short School Participation Empowerment Scale (SPES) adaptation for teachers in Malaysia
title_full School Participation Empowerment Scale (SPES) adaptation for teachers in Malaysia
title_fullStr School Participation Empowerment Scale (SPES) adaptation for teachers in Malaysia
title_full_unstemmed School Participation Empowerment Scale (SPES) adaptation for teachers in Malaysia
title_sort school participation empowerment scale (spes) adaptation for teachers in malaysia
publishDate 2020
url http://repo.uum.edu.my/27184/1/UJER%208%205%202020%201821%201830.pdf
http://repo.uum.edu.my/27184/
http://doi.org/10.13189/ujer.2020.080518
_version_ 1672613159434715136
score 13.211869

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