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The Factor Structure of the Tacit Knowledge Inventory for High School Teachers in a Greek Context

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Abstract: This study presents the factor structure underlyingTacit Knowledge Inventory for High School Teachers (TKI-HS) which constitutesan informative measure for the assessment of experienced-based tacit knowledge of Greek secondary schoolteachers, as well as the effect of the teaching experience factor on teachers’preferred strategies for their workplace interactions. The aim of this study was to provide an insight into the factorstructure underlying this instrument in a Greek context, as the structure ofits factors has only been assessed in a limited European context. The sampleconsisted of 279 high-school teachers, 83 men (29.7 ) and 196 women (70.3 ) whovaried in the amount of teaching experience,ranging from 1 to 19 years. The participants completed a Greek versionof the TKI-HS inventory consisting of 11 scenarios, each of which provides seven strategies as a framework for evaluatingteachers’ responses to potentially challenging social situations.Confirmatory factor analyses verified the single-factor structure of each ofthe seven strategies, which were included ineach of the 11 scenarios of the Greek version of the TKI-HS inventory,confirming, in total, a slightly different structure of the Greek version ofthe TKI-HS Inventory from the one suggestedby the inventory designers. Teaching experience has been found to have asmall effect on the respondents’ choice of tacit knowledge strategies for theirinterpersonal interactions. Implications for future research were identifiedand discussed.

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