Source: Teaching and Teacher Education, Volume 27, Issue 1, January 2011, Pages 51-61.
(Reviewed by the Portal Team)
This article discusses the development of a measurement to investigate the improvement of teachers’ authoritative teaching.
Furthermore, measurement of teachers’ self-reports of warmth and control is investigated, both in a cross sectional and in a longitudinal sample attending one out of two school-wide interventions.
The results provide support for warmth and control as two dimensions of authoritative teaching. Using confirmatory factor analyses (CFA), a two-factor measurement structure was found both in two cross sectional samples and a longitudinal sample.
Measurement invariance was found ensuring the measurement of the same concept over time.
The stability of the measurement structure suggests that teachers’ specific expressions of warmth (e.g. show interest in each pupil, praise) and control (e.g. establish routines, monitoring) seem to be used, albeit not necessarily to the same extent, over time.