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A cultural insight into the development of teacher autonomy support scale

A cultural insight into the development of teacher autonomy support scale PurposeThe cross-cultural significance of autonomy within self-determination theory is divisive on universal significance. This paper aims to report a sequential exploratory mixed methods study conducted to construct and validate a scale to investigate how, in Malaysian context, the construct of autonomy is conceptualized in comparison with the existing scale owing to cultural variation.Design/methodology/approachFocus group interviews identified dimensions of autonomy support that were specific to Malaysian culture and guided the development of the survey and construct validation was done using structure equation modeling.FindingsThe results show that the proposed scale has satisfactory psychometric properties, and the hypothesized model had a good fit to the data. The new scale produced four dimensions of teacher autonomy support, namely, responsible, approachable, shows respect and conveys confidence, with three items in each dimension. Malaysian secondary school students’ perception of autonomy support was found to be distinctive from the traditional measure.Originality/valueImplications for teachers are discussed for culturally meaningful interpretation of the autonomy construct for classroom teaching practices. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

A cultural insight into the development of teacher autonomy support scale

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2053-535X
DOI
10.1108/JME-09-2016-0050
Publisher site
See Article on Publisher Site

Abstract

PurposeThe cross-cultural significance of autonomy within self-determination theory is divisive on universal significance. This paper aims to report a sequential exploratory mixed methods study conducted to construct and validate a scale to investigate how, in Malaysian context, the construct of autonomy is conceptualized in comparison with the existing scale owing to cultural variation.Design/methodology/approachFocus group interviews identified dimensions of autonomy support that were specific to Malaysian culture and guided the development of the survey and construct validation was done using structure equation modeling.FindingsThe results show that the proposed scale has satisfactory psychometric properties, and the hypothesized model had a good fit to the data. The new scale produced four dimensions of teacher autonomy support, namely, responsible, approachable, shows respect and conveys confidence, with three items in each dimension. Malaysian secondary school students’ perception of autonomy support was found to be distinctive from the traditional measure.Originality/valueImplications for teachers are discussed for culturally meaningful interpretation of the autonomy construct for classroom teaching practices.

Journal

Journal for Multicultural EducationEmerald Publishing

Published: Nov 13, 2017

References