Reconsidering the Measurement of Teacher Power Use in the College Classroom

Abstract

Abstract Three studies were conducted to (a) re-examine the internal properties of Roach's Power Base Measure (PBM), (b) test the PBM for measurement invariance across different samples, and (c) develop an alternative measure of observable teacher behaviors that communicate power in the classroom. Results of Studies 1 and 2 provide some support for the PBM, as confirmatory factor analyses supported the hypothesized item loadings for each dimension and demonstrated strong metric invariance. Aggregate scores for each dimension of the PBM, however, produced poor model fit when hypothesized to represent the latent construct of teacher power. Results of Study 3 yielded a new measure of teacher power, the Teacher Power Use Scale. Validity estimates for both measures are offered, and theoretical implications are discussed. Keywords: Teacher PowerMeasurement InvarianceConfirmatory Factor AnalysisTeacher EvaluationsStudent Affect Acknowledgements The authors wish to thank Nikki Elledge and Kodiane Jernberg for their assistance with data entry, as well as Tali Barak, Rachel Lewis, Emily Nash, Diane Stamper, and Tracy Williams for their assistance with Study 3. Additional informationNotes on contributorsPaul Schrodt Paul Schrodt (Ph.D., University of Nebraska-Lincoln, 2003) is the Assistant Professors of Communication Studies at Texas Christian University Paul L. Witt Paul L. Witt (Ph.D., University of North Texas, 2000) is the Assistant Professors of Communication Studies at Texas Christian University Paul D. Turman Paul D. Turman (Ph.D., University of Nebraska, 2000) is Director of Academic Assessment for the University of South Dakota Board of Regents