Mixture Structural Equation Modeling of Factors Influencing Competency
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Abstract
This research aimed to 1) investigate the competency of classroom management of teachers at basic
education schools, 2) to group the teachers according to their competency of classroom management, and 3)
to assess the validityofthe mixed-method structural equation model of factors affecting classroom management
of teachers at basic education schools. Multi-stage sampling method was used to select 750 samples who
were teachers teaching in the second semester of academic year 2014 under Regional of Education Office
No. 12. The research tools consisted of 1) the classroom competency assessment form, 2) teacher’s spirituality
assessment form, 3) job satisfaction assessment form, 4) teaching efficacy perception assessment form, 5)
organization atmosphere perception assessment form, and 6) organizational socialization assessment form.
The abovementioned tools had 5-rating scales and they have been verified for item objective congruence
(IOC), item total correlation, and Cronbach’s alpha coefficient. Statistical techniques used in this research
were Pearson’s correlation coefficient, latent profile analysis, and mixed-method structural equation model.
The research findings are as follows : 1) The competency of classroom management of teachers under
Regional of Education Office No. 12 was found to be medium level. 2) Teachers can be divided into 4 groups
sorted by level of classroom management efficacy as follows : teachers with medium level of classroom
management efficacy and using very low level of innovations, teachers with very high level of classroom
management efficacy and using high level of innovations, teachers with high level of classroom management
efficacy but using low level of innovations and teachers with low level of classroom management efficacy but
using medium level of innovations. 3) The teachers at basic education schools Regional of Education Office
No. 12 each groups have organization atmosphere perception, job satisfaction, teaching efficacy perception,
and organizational socialization affect the efficacy of classroom management in different ways, but teacher’s
spirituality does affect the efficacy of classroom management for all groups of teachers in the same way, and
fitting model to empirical data. (likelihood = -3766.052, AIC = 7926.104, BIC = 8836.259, ABIC = 8210.707,
and Ek = 0.970)
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