Exploring the variation of educational developers’ teaching-related perceptions in higher education

Figures & data

Table 1. The model validity statistics, factors, Cronbach’s alpha values, items, and item means and standard deviations.

Approaches to teaching scale		χ^2	CFI	TLI	RMSEA	SRMR
		62.97, df = 47, p = 0.063	.96	.95	.06	0.07
Factor	Cα	Items	Mean SD		Standardised regression weights
F1 Interactive approach	.70	AT_1: In my teaching, I create situations where I encourage students to discuss their thoughts and opinions about the topic.	4.60 0.59		0.40
		AT_2: I set aside teaching time so that the students can discuss among themselves about the key concepts of the subject.	4.61 0.63		0.69
		AT_3: In teaching situations, I provide an opportunity for students to deepen their understanding about the subject through discussion.	4.58 0.67		0.87
F2 Transmissive approach	.79	AT_4: The majority of my teaching time is spent transmitting information to the students about the topic.	2.35 1.00		0.62
		AT_5: My teaching is focused on the good presentation of information to the students.	1.82 0.92		0.89
		AT_6: The most important goal of my teaching is to deliver what I know to the students.	2.00 0.96		0.72
F3 Uncertain approach	.79	AT_7: I have trouble understanding how I can help the students learn.	1.55 0.67		0.87
		AT_8: The students’ learning process is so complicated that it is challenging for me to understand how I can support it as a teacher.	1.60 0.73		0.71
		AT_9: It is difficult for me to understand what learning is all about.	1.29 0.48		0.67
F4 Organised approach	.73	AT_10: I am organised and systematic as a teacher.	4.23 0.96		0.41
		AT_11: I put a lot of effort into my teaching.	4.34 0.75		0.98
		AT_12: I spend a lot of time to prepare my teaching.	4.10 0.885		0.80

Table 2. The items, means, standard errors, standard deviations, the factor structure, and Cronbach’s alpha values related to self-efficacy beliefs, collegial support, and relevance of teaching.

			Factor loadings
Item	Mean SD	Communality	F5 Cα .82	F6 Cα .76	F7 Cα .69
SE_1: I believe I can cope with my teaching tasks.	4.52 0.60	.33	0.60
SE_2: I am confident that I can manage even in the most difficult teaching situations.	4.46 0.66	.68	0.81
SE_3: I am certain, that I have the necessary pedagogical skills to manage in teaching tasks.	4.37 0.77	.59	0.78
SE_4: I am confident that the students learn from my teaching.	4.31 0.61	.61	0.70
CS_1: My colleagues listen if I tell them about the challenges I face in my teaching.	4.22 0.82	.38		0.53
CS_2: My colleagues are open to new ideas regarding teaching.	3.99 0.93	.86		0.95
CS_3: My closest work community values teaching and its’ development.	4.33 0.83	.44		0.68
RE_4: The topics I teach are meaningful to me.	4.70 0.56	.98			1.06
RE_5: I enjoy my teaching.	4.46 0.70	.30			0.45
RE_6: The majority of my teaching content is very interesting.	4.40 0.68	.36			0.50

Loadings under .30 are suppressed.

Table 3. Mean values and standard deviations of the factors, Spearman’s correlations with 95% confidence intervals.

	Mean SD	F1	F2	F3	F4	F5	F6	F7
F1	4.62		-.39**	-.36**	.28**	.34**	.34**	.30**
Interactive approach	0.47		[-.56, -.22]	[-.56, -.22]	[.08, .46]	[.12, .52]	[.16, .51]	[.10, .48]
F2	2.05			.32**	-.21*	-.26**	-.22*	-.27**
Transmissive approach	0.81			[.13, .48]	[-.38, -.02]	[-.42, -.06]	[-.41, -.02]	[-.44, -.08]
F3	1.46				-.48**	-.45**	-.25*	-.27**
Uncertain approach	0.52				[-.64, -.32]	[-.59, -.26]	[-.44, -.06]	[-.43, -.07]
F4	4.26					.17	.29**	.17
Organised approach	0.67					[-.04, .36]	[.10 .46]	[-.05, .38]
F5	4.45						.37**	.44**
Self-efficacy beliefs	0.49						[.18, .54]	[.27, .58]
F6	4.20							.46**
Collegial support	0.70							[.30, .61]
F7	4.54
Relevance of teaching	0.49

Figure 1. Two clusters formed based on the standardised values of the four approaches to teaching factors.

Table 4. F-values of the K-means clustering, mean values, and standard deviations of the two clusters.

		Cluster 1 (n = 31)		Cluster 2 (n = 69)
	F	Mean	SD	Mean	SD
Interactive approach	50.09	4.22	0.50	4.80	0.32
Transmissive approach	26.74	2.60	0.72	1.80	0.72
Uncertain approach	131.89	2.04	0.47	1.20	0.26
Organised approach	29.04	3.78	0.64	4.47	0.57

Table 5. The results of the Mann-Whitney U test between the participants grouped by their approaches to teaching.

	Teaching-related self-efficacy beliefs	Collegial support	Relevance of teaching
Mann-Whitney U	395.00	637.50	683.00
Z	−5.14	−3.27	−2.99
p-value	p < .001	p = .001	p = .003
r	.51	.33	.30
Mean rank of the mixed profile	28.74	36.56	38.03
Mean rank of the highly interactive profile	60.28	56.76	56.10