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Educational and Psychological Measurement
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Factorial Comparison of the Wallace Self-Concept Scale between Special Education Teachers and Regular Classroom Teachers

Gaylen R. Wallace

University of Missouri-St. Louis

Steven D. Spaner

University of Missouri-St. Louis

Peggy S. Filer

University of Missouri-St. Louis

The study investigated the factorial invariance and factor structure of the Wallace Self-Concept Scale (WSCS) between regular class-room and special education teachers. At issue was the question of whether a given self-referent scale is generalizable across different types of teachers who function in different kinds of teaching environments. The varimax rotation produced three factors which were labeled as personal attribute, personal energy and personal temperament. Factor structure similarity between varimax solutions for the two groups was determined by the use of the factorial invariance program, RELATE. The analysis confirmed the hypothesis that the factor structure of the WSCS is invariant across the two populations in question.

Educational and Psychological Measurement, Vol. 44, No. 2, 199-207 (1984)
DOI: 10.1177/0013164484442003
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