Dissertation/Thesis Abstract

The effect of school culture on faculty self-efficacy in distance education in Taiwan
by Lin, Yu-Tsu, Ed.D., Northern Illinois University, 2010, 297; 3439666
Abstract (Summary)

This project examined higher education distance education, school culture, and teacher self-efficacy in Taiwan by using the modified existing instruments associated with Bandura’s triadic reciprocal social cognition theory. Faculty were surveyed who are working on or interested in distance education in national universities and private universities in Taiwan. This study investigated how school culture, teacher self-efficacy, and teacher perception of distance education interrelate in accordance with the triadic theory. One of the purposes of this study was to confirm whether the constructs of school culture, teacher self-efficacy, and teachers’ perception of distance education could be effectively measured in a Taiwanese faculty sample from private and national universities in which research-based and teaching-based universities are categorized by the ministry of education (MOE) in Taiwan. The other purpose of this study was to compare the performance between an unparceling strategy and parceling strategies based on the aggregation of the observed variables in confirmatory factor analysis (CFA). The balanced parceling strategy was based on aggregating items with opposite skew to create parcels composed of equal numbers of items. The unbalanced parceling strategy was based on the factors derived by the authors of the original instruments, and, thus, parcels did not necessarily contain equal numbers of variables. Confirmatory factor analysis with balanced and unbalanced parceling strategies was employed in this study to compare the model fit indices and test whether this theory applies to Taiwanese faculty. The study also investigated the differences in the influences between national and private universities and between research-based and teaching-based universities by using multivariate analysis of variance (MANOVA) and the associated descriptive discriminant analysis (DDA). Through the employment of parceling strategies in structural equation modeling (SEM) and MANOVA and DDA, a more accurate of estimation of the complex associations between the instructors and the IT environment was ascertained.

Indexing (document details)
Advisor: Luetkehans, Lara
Commitee: Holt, Janet, Smaldino, Sharon
School: Northern Illinois University
Department: Educational Technology, Research and Assessment
School Location: United States -- Illinois
Source: DAI-A 72/03, Dissertation Abstracts International
Subjects: Educational technology
Keywords: China, Confirmatory factor analysis (CFA), Distance education, MANOVA, School culture, Structural equation modeling (SEM), Taiwan, Teacher self-efficacy
Publication Number: 3439666
ISBN: 978-1-124-44978-4
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy