Teacher as Social Context (TASC) Questionnaire in the Spanish Setting: Teacher Version

• María-Teresa Iglesias-García ^[1] ; Ridwan Maulana ^[2] ; Carmen-María Fernández-García ^[1] ; Omar García-Pérez ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  2. [2] University of Groningen

     University of Groningen

     Países Bajos

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 26, Nº. 1, 2020, págs. 17-26
• Idioma: inglés
• Títulos paralelos:
  • El cuestionario Teacher as Social Context (TASC) en España: versión para el profesorado
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Este estudio ha sido pionero en la construcción o adaptación de una versión en español del cuestionario Teacher as Social Context (TASC). El estudio actual incluyó una muestra de 410 profesores de educación secundaria en España. Se realizó un análisis factorial confirmatorio utilizando la estimación de máxima verosimilitud; la invarianza factorial de la versión española del cuestionario TASC entre géneros se analizó utilizando un análisis factorial confirmatorio multigrupo. Por último, se realizaron análisis correlacionales entre las tres escalas TASC (participación, estructura y apoyo a la autonomía) y el compromiso conductual y emocional. Los resultados de esta investigación confirmaron la estructura del instrumento original manteniendo las tres dimensiones básicas. El modelo de medición también demostró ser invariable en función del género. Además, este estudio sustenta la suposición de que la percepción de los profesores sobre su propia actividad en relación con la satisfacción de las necesidades psicológicas básicas de los estudiantes muestra una relación con el compromiso emocional y conductual de estos, siendo la implicación de los profesores la dimensión más determinante.

  • English

    This study pioneered the construction or adaptation of a Spanish version of the Teacher as Social Context (TASC) Questionnaire. The current study included a sample of 410 secondary education teachers in Spain. A confirmatory factor analysis was performed using the maximum likelihood estimation; the factorial invariance of the TASC-Spanish teacher measure across genders was analyzed using a multi-group confirmatory factor analysis. Finally, correlational analyses between the three TASC scales (involvement, structure, and autonomy support) and behavioral and emotional engagement were run. The results of this research confirmed the structure of the original instrument maintaining the three basic domains. The measurement model also proved to be invariant across gender. Besides, this study supports the assumption that teachers’ perceptions of their own activity to fulfil students’ basic psychological needs show a relationship with students’ emotional and behavioural engagement, being teachers’ involvement the most determinant domain.

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