CONFIRMATORY FACTOR ANALYSIS OF LATENT SUB-SCALES OF TEACHER RESEARCH ENGAGEMENT OF PUBLIC SCHOOLS ELEMENTARY TEACHERS

The current study aims to find the pattern of relationship and establish factorial validity among predictors of teacher research engagement. This study employed a descriptive- correlational research design. A validated researcher-made Teacher Research Engagement Survey with three subscales was used to gather data from 612 public school teachers. The researcher then computed descriptive statistics and conducted a confirmatory factor analysis of the hypothesized measurement model and a modified measurement model. The analysis revealed that teachers have high physical research engagement with (x̄=3.1149, SD=0.85429), high cognitive research engagement with (x̄=3.7145, SD=0.9505) and fair emotional research engagement with (x̄=3.4513, SD=0.8463). The correlation matrix presents that there is a strong positive highly significant relationship between physical research engagement and cognitive research engagement(r=0.632, p>0.05), physical research engagement and emotional research engagement (r=0.705, p>0.05), and cognitive research engagement and emotional research engagement (r=0.830, p>0.05). The modified measurement model of teacher research engagement obtained acceptable and better model fit indices of CMIN/DF=3.939, CFI = 0.972, SRMR = 0.054, RMSEA = 0.069, NNFI/TLI = 0.955, GFI) = 0.945 and PClose = 0.000. This study concludes that teachers have high physical research engagement, and high cognitive research engagement, and fair emotional research engagement. There is a significant relationship among physical research engagement, cognitive research engagement, and emotional research engagement subscales. In the confirmatory factor analysis, the modified model was able to obtain a better model fit indices, factor loadings, and covariance.