Validation in Spanish of a Global Competence Scale in Pre-service and In-service Teachers
Abstract
Global competence as a learning objective is increasingly required by different educational institutions. Assessing this competence is a challenge due to its complexity and valid instruments are needed. As there are no instruments in Spanish to assess this competence in higher education, this study was designed to adapt and validate a scale on global competence within the Spanish context. The sample included 736 participants, 358 in-service teachers and 378 trainee teachers. The results of the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) supported a one-factor structure that differs from the original model. The one-factor model achieves a good fit once one item related to intercultural communication is removed. The CFA shows that the 8-item scale attains sufficient goodness-of-fit and good reliability, although the 7-item model achieves better goodness-of-fit while maintaining good reliability. Finally, the results of the Multigroup Confirmatory Factor Analysis (MCFA) supported the configurational and metric invariance of the measurement model according to gender. External validity confirms the correlation between global competence and the values of universalism and benevolence (Transcendence). It is concluded that the 7-item global competence scale presents adequate psychometric properties and good reliability for measuring global competence in higher education. Future studies could explore the improvement of the intercultural communication dimension of this scale in the Spanish version.
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