The article deals with the problem of using structural equation modelling (SEM) methodology in educational research. It allows the researcher to build multidimensional models of the phenomena and processes that are being studied. The SEM methodology is based on many well-known methods such as correlation, regression, factor analysis, variance analysis and covariance analysis. The methodology is mainly based on deductive logic, involves the preliminary construction of a structural model of relationships between variables in order to further check for consistency with the experimental data. The article provides an example of using the SEM methodology in educational research for PhD student. An important point in preparing specialists for using SEM is to select or obtain the necessary data sets that are representative and valid. During the research the Ukrainian teacher's self-efficacy model with SEM methodology was checked, and the obtained results were compared with the research data of the worldwide teacher's survey - The Teaching and Learning International Survey (TALIS). The lower self-efficacy of Ukrainian teachers, especially in the student engagement block, was showed.
1.1
In recent years, many PhD programs were organized in Ukraine. Qualitative scientific
research is impossible without a systematic description of the studied phenomena;
multidimensionality of the investigated phenomena requires the use of
multidimensional analysis methods that are capable to identify causal relationships,
latent factors, etc. A promising area in the field of multidimensional applied analysis is
the structural modeling or structural equation modeling, which is becoming an
increasingly popular tool for researchers in the field of education, psychology and
social sciences [
Consequently, we consider it very important to train future doctors of philosophy to use it in the educational research.
The popularity of the SEM methodology is evidenced by the experiment we
conducted. At the request of “structural equation modeling” to search books on
Amazon.com (as of March 16, 2013), we obtained 59 items, the graph of which is
clearly shown in fig.1a. In the center of the graph (Fig. 1a), where 5 subgraphs can be
observed, there is the third edition of the bestseller, Principles and Practice of Modeling
by Structural Equations (Rex B. Kline, Principles and Practice of Structural Equation
Modeling) [
a
b
While solving the scientific problem of training teachers to use the SEM methodology,
the following main results were obtained in past author works: the content of the
simulation training by the structural equations of specialists in the field of education is
revealed; the dynamics of software simulation by structural equations is analyzed; the
necessity of including these means in the courses for students and graduates of higher
educational institutions of Ukraine that specialize in the field of education and social
sciences is substantiated [
In preparing specialists for using SEM an important point is to select or obtain the
necessary data sets that are representative and valid. We offer our students the survey
data from Ukrainian teachers [
On August 31, 2017, the Ukrainian Association of Educational Researchers
completed the All-Ukrainian monitoring “Teaching and Learning Survey on Principals
and Teachers of Secondary Education Institutions” (based on the TALIS methodology
[
The aim of the article, based on the survey data of Ukrainian teachers, is to check the model of teacher’s self-efficacy with SEM methodology, and to compare obtained results with the research data of the worldwide teacher’s survey – TALIS (2013). 1.2
The methodology of structural modeling has received wide recognition in the global
community. The study of the basics of structural modeling has become a component of
the training of researchers specializing in social sciences [
The aspects of the application of the SEM methodology to educational data (TALIS,
2013) are devoted to the following research. A structural equation model of
determinants of the perceived impact of teachers’ professional development (the Abu
Dhabi application) is reviewed in [
TALIS (Teaching and Learning International Survey) is one of the most prestigious international comparative education projects. The project is dedicated to studying the environment and work conditions of school teachers. It has been implemented since 2008 by a research consortium under the Organization for Economic Cooperation and Development (OECD). 24 OECP countries and partner countries participated in the first wave of TALIS study in 2008, 34 – in the second wave in 2013, and 44 countries plan to participate in 2018 [8; 11].
All-Ukrainian monitoring survey of teaching and learning among school principals
and teachers of general educational institutions (according to the methodology
AllUkrainian research on TALIS methodology) is an example of use of international
instruments for studying national educational space and identifying the place of the
Ukrainian teacher community in the international community educational context. The
purpose of the research is to identify and analyze socio-demographic and professional
characteristics of Ukrainian teachers and academic staff and the environment of schools
on the basis of reliable comparable metrics [
3600 teachers of 5-9 grades of secondary schools (level ISCED 2) and 201 school principals from 201 schools participated in the survey in 2017. Error of simple random sampling is 1.6%, the school sample selection error takes into account design effect is 2.3%.
From the Ukrainian teacher’s survey file [
Variable name TT2G34A TT2G34B TT2G34C TT2G34D TT2G34E TT2G34F TT2G34G TT2G34H TT2G34I TT2G34J TT2G34K TT2G34L Content Get students to believe they can do well in school work Help my students value learning Craft good questions for my students Control disruptive behavior in the classroom Motivate students who show low interest in school work Make my expectations about student behavior clear Help students think critically Use a variety of assessment strategies Provide an alternative explanation, for example, when students are confused Implement alternative instructional strategies in my classroom Get students to follow classroom rules
Calm down a student who is disruptive or noisy
A. Bandura defines self-efficacy as a personal judgment of “how well one can
execute courses of action required to deal with prospective situations” [
Professional teacher’s self-efficacy, in general, is the perception of a person's own
ability to mobilize motivation, cognitive resources and behavioral activity that are
needed to control the situation in order to achieve the intended purpose [
TALIS model for teacher consists of three components of self-efficacy: self-efficacy in classroom management; self-efficacy in instruction; self-efficacy in student engagement.
We will conduct a factor analysis for these data. The obtained values of KaiserMeyer-Olkin (0.902) and Bartlett’s Test of Sphericity (13308, p <0.001) indicate that factor analysis is a suitable method for these data. The scree plot below shows three factors. Let us consider the rotated component matrix (Table 2). It demonstrates that the first factor, loading high factor weight of the attributes, is related to the class management, the second one is related to the student’s engagement, and the third one to the instruction.
You can also observe that the variable “Craft good questions for my students” is more related to the factor “Student engagement” than the factor “Instruction”. As you see, three factors explain 59.1 % of variability (Table 3).
Scientists identify next five steps in SEM application [1; 4]. 1. model formation. The model depicts the graphical views of the researcher about the structure of the variable and latent constructs of ties. At the same time, they decide which parameters should be fixed, and which should be left free. 2. model identification 3. model evaluation 4. checking the consistency of the model 5. model correction by adding new links and eliminating insignificant links.
Let us build a model of confirmatory factor analysis with AMOS SPSS (Fig. 3). Control disruptive behavior in the classroom Calm a student who is disruptive or noisy Get students to follow classroom rules Make my expectations about student behavior clear Help my students value learning Get students to believe they can do well in school work Motivate students who show low interest in school work Help students think critically Craft good questions for my students Provide an alternative explanation, for example, when students are confused Implement alternative instructional strategies in my classroom Use a variety of assessment strategies .795 .773 .765 .596 .816 .764 .644 .448 .443 .785 .736 .730
We got the following results. Number of distinct sample moments: 78; number of distinct parameters to be estimated: 27; degrees of freedom: 78–27=51. Criteria for coherence RMSEA 0.07 <0.08, that is, the model is consistent with the data.
Using the data [
You can see the resulting teacher’s self-efficacy model in the Figure 4. A. Get students to believe they can do well in school work B. Help my students value learning C. Craft good questions for my students D. Control disruptive behavior in the classroom E. Motivate students who show low interest in school work F. Make my expectations about student behavior clear G. Help students think critically H. Use a variety of assessment strategies I. Provide an alternative explanation, for example, when students are confused J. Implement alternative instructional strategies in my classroom K. Get students to follow classroom rules L. Calm a student who is disruptive or noisy
TALIS Difference
Measurements that are used in modern educational research are becoming more and more complex. SEM methodology helps researcher determine the effectiveness of educational innovations in different educational contexts, as well as model and study phenomena in their interrelations; understand the influence of latent factors, develop systemic and critical thinking.
An important point in training specialists to use SEM is to select or obtain the necessary data sets that are representative and valid. For example, we offer our students such data: All-Ukrainian survey data from Ukrainian teachers. The main criteria for choosing it are: 1) an array of data is freely accessible, 2) it is large (contains 3600 lines), 3) it is accompanied by supporting documentation, 4) the array and documents have Ukrainian and English versions, 5) the array variables are simple and understandable, 6) it is possible to conduct comparative studies with the data of the International Talis Teacher’s Survey.
During the research the teacher’s self-efficacy model using SEM methodology were checked, the obtained results were compared with the TALIS survey data (2013). The research demonstrated that self-efficacy of Ukrainian teachers, especially in the student engagement block, was lower.
Further development of work in this direction is the creation of teaching and methodological support for modeling by structural equations in the form of a computer workshop in the AMOS and R environments for the training of researchers in the field of pedagogy and social sciences.