ICCS 2009 Technical Report - IEA

Figure 12.15: Confirmatory factor analysis of items measuring teachers’ perceptions of participation in thecommunityIT2G15A0.330.82IT2G15B0.361.00TSTUDACT0.800.750.640.76IT2G15CIT2G15D0.440.590.720.78IT2G15E0.42IT2G15F 0.48IT2G155G 0.390.64IT2G16A0.39IT2G16B0.421.00 TCHACT0.780.760.840.720.780.810.650.610.770.71IT2G16CIT2G16DIT2G16E0.300.480.39IT2G16F 0.34IT2G16G 0.57IT2G16H0.630.71IT2G16I0.40IT2G16J 0.50RMSEA 0.052NNFI 0.83CFI 0.85IT2G16K 0.49Teachers’ perceptions of school and classroom climateThe reliabilities for the three scales that were derived from questions regarding teachers’perceptions of school and classroom climate are reported in Table 12.28. The scales, as includedin the ICCS teacher database, are:• Teachers’ perceptions of social problems at school (TSCPROB);• Teachers’ perceptions of student behavior at school (TSTSBEH);• Teachers’ perceptions of classroom climate (TCLCLIM).Question 14 of the teacher questionnaire asked teachers to indicate how frequently students attheir school experienced social problems (“never,” “sometimes,” “often,” “very often”). The lasttwo categories were collapsed for scaling. Nine items within the question were used to formthe scale teachers’ perceptions of social problems at school (TSCPROB). The scale had a reliability of0.82 for the international sample, and the cross-national reliabilities ranged from 0.61 to 0.86(see Table 12.28). Table 12.29 shows the item wording as well as the item parameters that wereused for scaling. The higher values on this scale reflect perceptions of a high incidence of socialproblems amongst students.204ICCS 2009 technical report