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Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
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Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
.This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
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Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
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URL |
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Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
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Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
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URL |
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Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
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Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
|
URL |
|
|
Title |
Factor Structure, Validity and Reliability of The Teacher Satisfaction Scale (TSS) In Distance-Learning During Covid-19 Crisis: Invariance Across Some Teachers' Characteristics |
|
Author |
Deyab A. Almaleki, Afrah A. Bushnaq, Basmah A. Altayyari, Amenah N. Alshumrani, Ebtesam H. Aloufi, Najah A. Alharshan, Ashwaq D. Almarwani, Abeer A. Al-yami, Abeer A. Alotaibi, Nada A. Alhazmi, Haya R. Al-Boqami, and Tahani N. ALhasani |
| Citation |
Vol. 21 No. 7 pp. 17-34 |
|
Abstract |
This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure’s invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years. |
|
Keywords |
Factor Structure, Measurement Invariance, Teacher’s Satisfaction, E-learning, Distance Learning, Covid-19. |
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URL |
