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Table 4 Validities and reliabilities for constructs and indicators

From: A model for understanding teachers’ intentions to remain in STEM education

Constructs

Indicators

Construct validity

Error variance

Indicator reliability

Cronbach alpha

Construct reliability

Socio-economic impact

SOCIO1

.78

.35

.61

.82

.87

SOCIO2

.75

.39

.57

SOCIO3

.83

.26

.68

SOCIO4

.63

.32

.39

Student truancy

TRUANT1

.70

.54

.48

.86

.88

TRUANT2

.82

.25

.67

TRUANT3

.82

.25

.67

TRUANT4

.77

.33

.60

Experience

YEARS

1.00

.00

1.00

  

Administrative support

ADMIN1

.78

.24

.61

.87

.91

ADMIN2

.75

.29

.56

ADMIN3

.70

.32

.50

ADMIN4

.69

.38

.48

ADMIN5

.81

.23

.66

Teacher autonomy

AUTO1

.33

1.00

.11

.67

.78

AUTO2

.37

.94

.14

AUTO3

.66

.18

.44

AUTO4

.71

.15

.50

AUTO5

.50

.37

.25

AUTO6

.57

.19

.33

Satisfaction with salary

SALARY1

.39

.79

.16

.44

.54

SALARY2

.78

.38

.60

Intention to remain

INTENT1

.77

.60

.59

.60

.58

INTENT2

.55

.65

.30

  1. Note. N = 6588. SOCIO = socioeconomic impact of student families; TRUANT = student truancy; YEARS = years of experience; ADMIN = administrative support; AUTO = teacher autonomy; SALARY = satisfaction with salary; INTENT = intention to remain in teaching