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Psychometric Properties (Measurement Invariance and Latent Mean Difference across Gender) of the Learning Transfer Inventory System (LTIS) to Assess Thai Teachers’ Learning Transfer of COVID-19 Prevention Guidance in the Classroom

Author

Listed:
  • Bekolo Ngoa Celestin

    (Department of Economics and Business Administration, Yibin University, No. 8, St. Luke, Wuliangye, Yibin 644000, China)

  • Tchouchu Emmanuel

    (Department of Management Studies, School of Management, University of Cape Coast, Cape Coast 00233, Ghana)

  • Ekoto Eugene Christian

    (Department of Management Studies, Adventist University of Haiti, Carrefour HT6131, Haiti)

  • Surapong Ngamsom

    (English for Integrated Study (EIS) Association, Rayong 21000, Thailand)

  • Kouame Dangui Dorcas

    (School of Management and Economics, University of Electronic Science and Technology of China (UESTC), No. 2006, Xiyuan Ave, West Hi-Tech Zone, Chengdu 611731, China)

  • Agyemang Rama

    (School of Management and Economics, University of Electronic Science and Technology of China (UESTC), No. 2006, Xiyuan Ave, West Hi-Tech Zone, Chengdu 611731, China)

Abstract

One of the most important ways to improve, update, and sustain teachers’ skills in an institution is via training. Nonetheless, despite the resources invested in training, learners’ mobilization of new learning after they return to work does not always reach expectations, in part because of a lack of learning transfer assessment tools. This study investigated the psychometric properties of the learning transfer inventory system (LTSI) in assessing the teachers’ transfer of COVID-19 prevention measures in Thai public school institutions. Participants were a sample of 700 in-service teachers (females = 54.8%; mean age = 36 years, SD = 15.41) who completed training on health code guidance for COVID-19 prevention in school. Results following confirmatory factor analysis, a test of the measurement invariance and measurement of the latent mean difference across gender, of the instrument yielded support for the hypothesized 16-factor structure. Empirical support for discriminant and convergent validity was strong. Additionally, we found a significant latent mean difference between male and female teachers related to the constructs peer support, supervisor sanction, and training design. The LTSI appears to yield valid and reliable scores for measuring the learning transfer of Thai teachers following in-service training.

Suggested Citation

  • Bekolo Ngoa Celestin & Tchouchu Emmanuel & Ekoto Eugene Christian & Surapong Ngamsom & Kouame Dangui Dorcas & Agyemang Rama, 2022. "Psychometric Properties (Measurement Invariance and Latent Mean Difference across Gender) of the Learning Transfer Inventory System (LTIS) to Assess Thai Teachers’ Learning Transfer of COVID-19 Preven," IJERPH, MDPI, vol. 19(15), pages 1-16, August.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:15:p:9439-:d:877968
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    References listed on IDEAS

    as
    1. Teresa Pozo-Rico & Raquel Gilar-Corbí & Andrea Izquierdo & Juan-Luis Castejón, 2020. "Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study," IJERPH, MDPI, vol. 17(22), pages 1-22, November.
    2. Laura Di Domenico & Giulia Pullano & Chiara E. Sabbatini & Pierre-Yves Boëlle & Vittoria Colizza, 2021. "Modelling safe protocols for reopening schools during the COVID-19 pandemic in France," Nature Communications, Nature, vol. 12(1), pages 1-10, December.
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