Examining Working Conditions Between New and Experienced Teachers: A Measurement Invariance Study (Poster 40)

• In Event: AERA Poster Session Wednesday 2:30 p.m.
  In Poster Session: Measurement, Psychometrics, and Assessment: Poster Session II

Abstract

Understanding the differences in perceptions of working conditions between new and experienced teachers is critical for providing targeted support and improving teacher retention rates. A multigroup invariance test was conducted to examine the concordance across new and experienced teachers. The Teacher Working Conditions Scale (TWCS) was employed to measure the teacher working conditions of a sample comprising 1,060 new teachers and 3,046 experienced teachers across 279 public schools. Multigroup invariance was held through residual invariance, showing that the two groups interpreted the scale similarly. Latent mean testing revealed that new teachers perceived fewer resources related to Administrative Support, Professional Development Support, Coworker Support, and Shared Governance but also perceived less frequent demands related to Student Behavior.

Authors

• Ruiqin Gao, University of South Carolina

• Brian Cartiff, University of South Carolina

• Bryndle Bottoms, University of South Carolina

• Angela D. Starrett, University of South Carolina

• Xiaobo Wei, University of South Carolina