A STUDY INVESTIGATING TEACHERS’ COMPETITIVENESS
analysis, as well as to develop the expert content validity of the questionnaire to complete theformal questionnaire. Finally, this study used stratified random sampling to conduct aquestionnaire survey on preschool teachers in Taiwan. The total population was 10,966preschool teachers (Department of Statistics of the Ministry of Education, 2010). Stratifiedrandom sampling was adopted to classify Taiwan into four geographic areas: south Taiwan,central Taiwan, north Taiwan, and east Taiwan. Proportional sampling was adopted dependingon the total number of preschool teachers in each area. A total of 2,100 preschool teachers werechosen to participate in this study, and 1,472 questionnaires were returned, for a return rate of70.0%. This study excluded invalid questionnaires with incomplete answers, high number ofmissing answers, or high inconsistency, and obtained 1,454 valid questionnaires.In terms of the research tools, the measurement questionnaire mainly included 3 parts:part 1-basic information of respondents; part 2-teachers’ competitiveness, including 5measurement dimensions, as developed according to Porter’s five forces analysis model.According to relevant studies (Alnoor & Xiang, 2007; Bahous, 2006; Bennett et al., 2009;Colombo, 2007; Cherniss, 2001; Cheng & Chenng, 2004; Dejaeghere & Zhang, 2008; Kolter,2002; Lee et al., 2008; Murphy et al., 2004; Ogienko & Rolyak, 2009; Pink, 2006; Zabar et al.,2004; Zeichner, 2010; Lin & Yang, 2005; Chen, 2006). This study is developed a total of 15competitiveness components of various dimensions, and 62 measurement items. Part 3 isteachers’ efficacy. This study referred to the measurement items of the “scale on preschoolteachers’ self-efficacy” as developed by Li & Chen (2007) to modify the items, for a total of 10items. Teachers’ competitiveness and teachers’ efficacy were both measured using a 5-pointLikert scale, where the options were scored 5-1 points, ranging from “strongly agree” to“strongly disagree”. The higher the score, the higher the competitiveness or efficacy. The resultsof factor analysis showed that, the construct validity, as measured from teachers’competitiveness, was 0.83 0.89, and reliability of Cronbach’s Alpha was 0.78. The constructvalidity measurement of teachers’ efficacy was 0.73 0.86 and the reliability of Cronbach’s61528-2643-23-2-136
Academy of Educational Leadership JournalVolume 23, Issue 2, 2019Alpha was .95. Therefore, the reliability and validity of the research tools of this study wereacceptable.This study used SPSS and LISREL software as data analysis methods to perform factoranalysis, OLS regression analysis, and structural equation modeling (SEM). SEM used thegoodness-of-fit index (GFI) to test the goodness of fit of the structural model, including χ2 value,GFI, AGFI, RMSEA, CFI, and NFI. When GFI 0.90, the tested model was more reasonable.RESEARCH RESULTSResults of Factor Analysis on Private Preschool Teachers’ Individual CompetitivenessThe main purpose of this study is to develop the dimensions of preschool teachers’individual competitiveness, as well as the components of the various sub-dimensions, as thebasis for preschool teachers to assess their own competitiveness or for preschools to assessteachers’ competitiveness. This study developed a total of 5 dimensions of teachers’competitiveness according to Porter’s five forces model. The results of factor analysis areconsistent with those of the original design concept Table 1. Therefore, this study named 5dimensions as: ability to compete against incumbent competitors, ability to compete againstfuture competitors, irreplaceable ability, preschool principal’s satisfaction with teachers, andparents’ satisfaction with teachers.Table 1SUMMARY OF FACTOR ANALYSIS ON TEACHERS’ INDIVIDUAL COMPETITIVENESSFactor nameTeachers’ individualCommunalitycompetitivenessAbility to compete against incumbent competitors0.8900.792Irreplaceable ability0.8890.790Ability to compete against future comp
used Porter’s five forces model as the framework to develop teachers’ competitiveness, . and used teachers’ efficacy as the criterion variable. After OLS and SEM statistical analysis of the data of 1,454 preschool teachers, the results of this study are as follows: (1) teachers . rivalries amon
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