Teachers’ sense of responsibility for educational outcomes. A study on the measurement properties of the Teacher Responsibility Scale in Italian primary and secondary school teachers

Maria Cristina Matteucci, Carlo Tomasetto

Accepted April 30, 2018

First published April 30, 2018



The study explored the measurement properties of an Italian translation of the Teacher Responsibility Scale (TRS) in a sample of primary and secondary school teachers (N = 506). The instrument, based on a multidimensional model of teacher’s responsibility, includes four subscales assessing responsibility for student motivation, student achievement, relationships with students, and teaching. Results from a series of Confirmatory Factor Analyses (CFA) support the hypothesized four-factor structure of the back-translated version of the TRS, with adequate reliability for all subscales, and the metric invariance of the TRS for primary and middle school teachers compared to high school teachers. The Italian TRS appears to be a reliable and valid instrument to assess teachers’ personal responsibility for educational outcomes, both in basic and applied research in teacher evaluation, as well as in the internal school evaluation processes.

Teachers’ sense of responsibility for educational outcomes. A study on the measurement properties of the Teacher Responsibility Scale in Italian primary and secondary school teachers


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Matteucci Maria Cristina. Tomasetto Carlo. Teachers’ sense of responsibility for educational outcomes. A study on the measurement properties of the Teacher Responsibility Scale in Italian primary and secondary school teachers. BPA Applied Psychology Bulletin. 2018;281(1):15-28. doi:10.26387/bpa.281.1.

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Author Surname Author Initial. Title. Publication Title. Year Published;Volume number(Issue number):Pages Used. doi:DOI Number.

Matteucci Maria Cristina. Tomasetto Carlo. Teachers’ sense of responsibility for educational outcomes. A study on the measurement properties of the Teacher Responsibility Scale in Italian primary and secondary school teachers. BPA Applied Psychology Bulletin. 2018;281(1):15-28. doi:10.26387/bpa.281.1.