Student perceptions of teachers’ teaching quality across six countries: A multi-group confirmatory factor analysis approach

There is a growing attention for measurement invariance in educational research. However, this has not been established yet in the field of learning environments, particularly regarding student perceptions of teaching quality. In this study, we assessed three levels of measurement invariance for perceived teaching quality in six countries. We found that the highest level of scalar invariance holds, which signifies that we can meaningfully compare student perceptions of teaching quality across countries. Of the six countries,
students rated their teachers highest in South Korea and lowest in Indonesia. The Netherlands showing the most variation across the six domains of teaching quality. Student ratings indicated scoring high on one domain does not automatically scoring high on other domains of teaching quality.