ICCS 2009 Technical Report - IEA

Teachers’ reports of teaching civic and citizenship educationTwo scales were derived from questions that asked teachers to provide information about theteaching of civic and citizenship education in their schools. These (optional) questions weredirected only at those teachers who were teaching subjects related to this learning area. Thereliabilities for these two scales, both of which are included in the ICCS teacher database (seeimmediately below), are reported in Table 12.30.• Teachers’ reports on civic and citizenship education activities in class (TCIVACT);• Teachers’ confidence in civic and citizenship education teaching (TCIVCONF).Question 25 listed a range of activities likely to occur during class. Teachers were asked torate how often (“never,” “sometimes,” “often,” “very often”) these activities occurred duringtheir classes featuring civic and citizenship education. Six of the question items were used toconstruct the scale teachers’ reports on civics and citizenship activities in class (TCIVACT). The higherscores on this scale correspond to a higher occurrence of civic and citizenship activities. Thescale had a reliability of 0.78 for the pooled ICCS sample, and the range of reliabilities acrossthe participating countries was 0.45 to 0.83 (see Table 12.30). Table 12.31 shows the itemparameters that were used for scaling.Question 28 asked teachers how confident they felt about teaching a range of topics associatedwith civic and citizenship education (“very confident,” “quite confident,” “not very confident,”“not confident at all”). Fourteen of these items were used to form the scale teachers’ confidencein teaching civic and citizenship education (TCIVCONF), which had a reliability of 0.90 for thepooled ICCS sample and scale reliabilities (cross-country) ranging from 0.83 to 0.93 (see Table12.30). Table 12.31 shows the item wording as well as the item parameters that were used forscaling. The higher values on this scale denote greater teacher confidence in teaching topicsrelated to civic and citizenship education.The results of the confirmatory factor analysis of the two item sets suggested a satisfactorymodel fit (see Figure 12.17) and showed that most items had strong factor loadings on bothfactors. The correlation between both factors was positive at 0.53.208ICCS 2009 technical report