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classroom management factor. One item in the subscale was loaded as the same factor as the teacher efficacy for curriculum implementation subscale, and the
other two items were loaded as a different factor. Although the three subscales adopted from the OSTES were loaded as three factors, the third factor that
consisted of five items was derived from items coming from all the three different subscales.
4.8.2 Results of Exploratory Factor Analyses on Work Engagement Data
At the early stage, the exploratory factor analysis on the teachers‘ work
engagement scale was also conducted using an unspecified number of factors, two factors and three factors factor analyses. The report, however, was based on
the unspecified number of factors, for the same reasons as those for the factor analyses on the teachers‘ self-efficacy scale. Results revealed that the analyses
failed to extract the data into three factors as was hypothesized. Instead it resulted in only two factors, see Table 4.10. In the rescaled factors, the first
hypothesized factor, vigor, seemed to be fit nicely in one factor. The second hypothesized factor, dedication, also fit in as one factor, although the last item
was also loaded moderately as a different factor. The problem with this factor was that it was identified as the same factor as vigor. Factor analyses, therefore,
failed to separate these two hypothesized factors, instead they were loaded as one factor.
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Table 4.9. Factor Loading of the Teacher Self-efficacy Items Self-Efficacy items
Factor Loading 1
2 3
4 5
Efficacy for English instructional English speaking
71 English for communication
72 understanding movies on TV
70 understanding books written in English
70 English songs
71 instructional English writing
62 English journalpublication writing
66 Efficacy for Instructional Strategies
responding to questions 60
gauging students‘ comprehension 53
crafting good questions 74
adjusting lessons to the proper levels of the students 69
using variety of assessment 50
providing alternative explanation and examples 58
implementing alternative instructional strategies 53
providing challenges for capable students 63
Efficacy for Classroom Management controlling disruptive students
45 66
making the expectation clear for students 59
establishing routines to keep activities running smoothly 56
getting students follow classroom rules 67
calming disruptive or noisy students 78
establishing classroom management for groups 69
keeping a few troubled students from ruining the whole class 52
69 responding defiant students
42 67
Efficacy for student engagement getting through the most difficult students
69 helping students think critically
65 motivating students who show low interest in school work
74 getting students believe they can be successful in school work
67 helping students value learning
71 fostering students creativity
64 improving the understanding of students who are failing
67 helping families to help children do well in school
49
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Table 4.9 continued Self-efficacy Items
Factors 1
2 3
4 5
Efficacy for Curriculum Implementation preparing lesson plans
78 contextualizing teaching
69 implementing genre based-teaching
61 developing teaching materials
71 stimulating students inquiry
71 presenting model in learning
64 promoting interaction among learners
51 using authentic assessment
64 Notes: Factor loading x 100, rounded
Only loading .39 displayed Drawn from the OSTES Tshannen-Moran Hoy, 2001
4.8.2 Results of Exploratory Factor Analyses on Work Engagement Data
