![]() To date, the knowledge about measurement invariance of student perceptions of effective teaching across countries is still largely lacking in the international literature. Although scale scores invariance in international large scale achievement tests such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) has received substantial attention in academic research ( Rutkowski and Svetina, 2014), the application of invariance testing in non-achievement surveys is relatively novel. This psychometric property, also known as measurement invariance ( Meredith, 1993), should be established before interpreting differences between countries as actual differences. However, comparison across countries is meaningful only if there is sufficient evidence that the same construct of teaching quality is being measured. Additionally, it contributes to proposals for policy makers in the form of perceived best-practices across countries ( Adamson, 2012). Fourth, it provides information for schools on how to improve criteria for (self-) evaluation. Third, it provides valuable information high quality teacher behavior across various national contexts. Second, it offers a platform for international benchmarking based on student perceptions. Similarities and differences in perceived teaching practices across various countries could be detected and compared ( Adamson, 2012). First, it contributes to the increment of knowledge regarding effective teaching behavior across national contexts from the lens of students. To justify core comparisons across countries, construct and measurement equivalence invariance should be investigated.Ĭomparing student perceptions of effective teaching across countries is valuable for several reasons. Additionally, single measures can vary significantly with regard to applicability in different educational and national contexts due to differential external validity ( Ko and Sammons, 2013). Different measures may assess different constructs. Furthermore, existing research from various cultural settings typically use different measures to assess teaching practices. Although single-country studies can give valuable insights on effective teaching in general, the transferability of the findings to other country contexts is limited due to the lacking clarity regarding the relevance of the constructs in other diverse contexts. ![]() However, most studies on perceived effective teaching are limited to one particular setting/country (e.g., Opdenakker et al., 2012 Fernández-García et al., 2019). Student perceptions are a powerful tool for measuring effective teaching practices in the classroom ( den Brok et al., 2006 König and Pflanzl, 2016). The findings provide new insights into the relevance and differences of teaching behavior across cultural contexts. Perceived teaching behavior was the highest in South Korea and the lowest in Indonesia. Results from multi-group confirmatory factor analyses (MGCFA) showed perceived teaching behavior in the six countries to be adequately invariant. It also aims to compare perceived teaching behavior across the six countries based on a uniform student measure. The purpose of this study is to examine measurement invariance of scoring of teaching behavior, as perceived by students, across six cultural contexts (Netherlands, Spain, Turkey, South Africa, South Korea, and Indonesia).
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