Latent class analysis of K-12 teachers’ barriers to implementing OER

Figures & data

Table 1. Question about teachers’ barriers in using OER

Categories	Subcategories	Items
Macro barriers	Lack of appropriate OER	M1. Finding suitable resources in my subject area M2. Finding resources of sufficiently high quality M3. Finding resources that are up-to-date M4. Finding resources that are relevant to my local context M5. Resources not being aligned with professional standards
Local barriers	Lack of community buy-in	L1. Getting work colleagues/managers to accept the use of OER
	Lack of time	L2. Not having enough time to look for suitable resources L3. Not having enough time/opportunities to experiment
	Lack of institutional support	L4. Lacking institutional support for my use of OER
	Lack of professional development	L5. Missing/needing the support of a tutor or teacher to help me
Personal barriers	Lack of technology skills	P1. Overcoming technology problems when downloading resources
	Lack of knowledge about technology	P2. Knowing where to find resources P3. Not knowing whether I have permission to use, change or modify resources
	Lack of skills and/or knowledge about integrating technology	P4. Not being skilled enough to edit resources to suit my own context P5. Not knowing how to use the resources in the classroom

Table 2. Items for the distal outcomes and their question types

Distal outcomes	Question types
I have adapted OER to fit my needs	Yes/no
I have created resources myself and published them on an open license	Yes/no
I collaborate more with colleagues	Likert scale (1–5)
Increases learners’ satisfaction with the learning experience	Likert scale (1–5)
Leads to improved student grades	Likert scale (1–5)
Allows me to better accommodate diverse learners’ needs	Likert scale (1–5)
Increases learners’ engagement with lesson content	Likert scale (1–5)
Make use of materials for teaching	Likert scale (1–3)

Figure 1. LCA with distal outcome. L1–L5 represent the items that measure the local barrier. M1–M5 represent the items that measure the macro barrier. P1–P5 represent the items that measure the personal barrier. D1–D8 represent the distal outcome items

Table 3. Model selection indices for nine latent class models

Class number	AIC	BIC	SABIC
2	5560.017	5681.084	5582.732
3	5496.471	5680.023	5530.910
4	5479.440	5725.478	5525.603
5	5463.501	5772.025	5521.388
8 (restricted)	5543.642	5688.141	5570.754

Note. 8 (restricted) represents the restricted latent class model with eight predefined latent classes.

Figure 2. Mean scores of each barrier category for different latent classes

Figure 3. Sample person-centered diagnosis report for Respondent 217

Table 4. Estimated mean for each distal outcome items across the three classes

Item stem	Class 1: No barriers	Class 2: All barriers	Class 3: Macro barriers
D1. I have adapted OER to fit my needs	0.813	0.823	0.890
D2. I have created resources myself and published them on an open license	0.102	0.131	0.112
D3. I collaborate more with colleagues	3.404	3.055	3.750
D4. Increases learners’ satisfaction with the learning experience	3.661	3.072	4.342
D5. Leads to improved student grades	3.345	2.917	4.130
D6. Allows me to better accommodate diverse learners’ needs	3.742	3.244	4.478
D7. Increases learners’ engagement with lesson content	3.605	3.156	4.416
D8. Make use of [repository] materials for teaching	1.956	3.000	3.000

Data availability statement

The data that support the findings of this study are openly available on figshare at https://doi.org/10.6084/m9.figshare.1317313.v1, reference number 1317313.