Validity and Reliability Analysis of a Questionnaire Measuring Preschool Teachers Motivation in Beijing, China
Abstract
This study is about a psychometric analysis on an instrument created for the purpose of measuring preschool teachers’ motivation in Beijing, China. This emphasizes perceived organizational support, reward systems, and personality traits as key drivers of teacher motivation in particular. This was a quantitative study design that focused on a pilot with 103 preschool teachers. The instrument's measurement results show good psychometric properties. The Kaiser Meyer Olkin values surpassed the recommended threshold of 0.60 and the Cronbach’s alpha coefficients were consistently above 0.70, indicating adequate sampling and good internal consistency. Overall, these results demonstrate the reliability and validity of the instrument and, therefore, serve as a reference for future, large-scale empirical investigations of teacher motivation in the context of Chinese early childhood education.
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