Validation of the teaching equity enactment scenario scale in Singapore: a mixed-methods convergent study

Given the persistent and endemic educational inequalities and increasingly diverse and yet politically divisive societies, teaching that is inclusive for all students with a commitment to recognizing and seeking ways to challenge systemic inequity is one approach to addressing persistent disparities. To support teachers’ professional growth and provide evidence for research/evaluation on teacher learning, this study validates the Teaching Equity Enactment Scenario (TEES) Scale, an existing instrument first conceptualized and developed in mostly Western contexts, among Singapore teachers. A mixed-method design, integrating a survey of 78 teachers and a follow-up interview using the think-aloud technique to illicit pedagogical practices of five survey participants, is used. The quantitative results indicate that the TEES Scale measures a unidimensional construct of enacting equity-centered teaching practice from the lower to the higher level as hypothesized and can provide reliable and meaningful interpretations of participants’ scores. The qualitative results provide contextualized information about participants’ survey experiences and the patterns of practice among higher- and lower-scoring teachers. Specifically, despite the common boundaries, structure, and parameters that condition Singapore teachers’ work, higher- and lower-scoring teachers diverge in their views of learners, knowledge and knowledge construction, perceived professional roles and identities, and instructional practices in important manners. Findings of the two components confirm each other and offer a fuller picture of the degree to which the TEES Scale can provide reliable and meaningful information about Singapore teachers’ practice for equity for the intended uses. Limitations and future studies are discussed.