Using the Internet for development of structural equation model of teaching behavior of junior high school teachers

Abstract

Using the Internet for development of structural equation model of teaching behavior of junior high school teachersKasetsart Journal of Social Sciences -- formerly Kasetsart Journal (Social Sciences), Volume 039, Issue 3, September 2018- December 2018, Pages 868-878ISSN: 2452-3151(0125-8370)DOI: doi.org/10.34044/j.kjss.2018.39.3.08Punnee Leekitchwatanaa, Paitoon Pimdeea,*, Sangutai Motoa Download11 Downloads, Cited by N/A aDepartment of Industrial Education, Faculty of Industrial Education and Technology, King Mongkut's Institute of Technology Ladkrabang, Bangkok 10520, Thailand*Corresponding author, e-mail: paitoon.pi@kmitl.ac.th (P. Pimdee) Abstractthe teaching behavior of junior high school teachers. The research method considered the causal relationships based on structural equation modeling. The research samples were 1,200 junior high school teachers, selected by multistage random sampling. The instrument was a questionnaire consisting of scores based on a five-scale rating with high validity and high reliability. The content validity was conducted using three researchers (IOC = 1.00) and the construct validity was conducted using 1,200 teachers and then analyzed using confirmatory factor analysis (latent variable models were fitted). The internal consistency reliability (α) of the observed variables ranged from 0.75 to 0.96 and the construct reliability of the latent variables was between 0.40 and 0.98. Data were analyzed using a structural equation model with latent variables with the software package LISREL 9.10. The results indicated that the developed structural equation model for teaching behavior using the Internet had favorable accuracy consistent with the empirical data and the harmonized index of all the criteria was fitted. The model consisted of 8 latent variables from the 24 observed variables. The variables in the model had a positive (about 98%) influence on the behavior of the teachers and the most important variable was capability, followed by learn by themselves, fellow teachers', school, home, background, and character, respectively. The influence of each was 0.71, 0.56, 0.49, 0.47, 0.29, 0.13, and 0.06 respectively. The influence of all these variables was significant at the .01 level. Keywordsjunior high school teachers, LISREL program, structural equation model, teaching behavior teaching by using internet Downloads