TITLE:
The Factor Structure of the Tacit Knowledge Inventory for High School Teachers in a Greek Context
AUTHORS:
Evangelia Foutsitzi, Georgia Papantoniou, Evangelia Karagiannopoulou, Harilaos Zaragas, Despina Moraitou
KEYWORDS:
Factor Structure, Interpersonal Interactions, Practical Intelligence, Tacit Knowledge Inventory for High School Teachers
JOURNAL NAME:
Psychology,
Vol.11 No.9,
September
27,
2020
ABSTRACT: This study presents the factor structure underlying
Tacit Knowledge Inventory for High School Teachers (TKI-HS) which constitutes
an informative measure for the assessment of experienced-based tacit knowledge of Greek secondary school
teachers, as well as the effect of the teaching experience factor on teachers’
preferred strategies for their workplace interactions. The aim of this study was to provide an insight into the factor
structure underlying this instrument in a Greek context, as the structure of
its factors has only been assessed in a limited European context. The sample
consisted of 279 high-school teachers, 83 men (29.7%) and 196 women (70.3%) who
varied in the amount of teaching experience,
ranging from 1 to 19 years. The participants completed a Greek version
of the TKI-HS inventory consisting of 11 scenarios, each of which provides seven strategies as a framework for evaluating
teachers’ responses to potentially challenging social situations.
Confirmatory factor analyses verified the single-factor structure of each of
the seven strategies, which were included in
each of the 11 scenarios of the Greek version of the TKI-HS inventory,
confirming, in total, a slightly different structure of the Greek version of
the TKI-HS Inventory from the one suggested
by the inventory designers. Teaching experience has been found to have a
small effect on the respondents’ choice of tacit knowledge strategies for their
interpersonal interactions. Implications for future research were identified
and discussed.