Identification and validation of job equality indicators among education teachers

Document Type : Original Article

Authors

1 Assistant Professor of Educational Management, University of Kurdistan, Sanandaj, Iran

2 Associate Professor of Curriculum Planning, University of Kurdistan, Sanandaj, Iran

3 Professor of Educational Management, University of Kurdistan, Sanandaj, Iran

Abstract

Objective: The current study was carried out to validate the indexes for measuring the perception of job inequality among teachers.Methods: The present study is a basic research with a quantitative approach. For the identified validity, all teachers working in education in District 2 of Sanandaj city in the academic year of 1996-97 with a population of 2000 people were selected as the statistical population. Then, by analyzing the content of the theoretical foundations and research background and the experts’ views, the indexes and indicators of teachers'' perceptions of job inequality after exploratory factor analysis, validation and elimination of weaker items (CVR) were identified. Participants in the study were selected using a Morgan table consisting of 338 teachers using a simple random method and responded to the research tool. The reliability of the questions was 0.84 with Cronbach’s alpha test for all components. Data value test was performed by exploratory and confirmatory factor analysis Results: The results showed that the indexes of perception of job inequality among teachers are the status of salaries and job benefits with 8 items, job promotion status with 9 items, gender-age-physical limitations with 11 items, and finally organizational accountability and role with 13 items.Conclusion: These results show that the components approved in this study can be used to measure the perception of job inequality

Keywords

References

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Educational Measurement and Evaluation Studies
Volume 11, Issue 33
April 2021
Pages 113-139

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