Edmond K. Agormedah

2 Publications in AERD

Author Publications

Revalidation of Teachers' Sense of Efficacy Scale using Ghanaian in-service teachers: Multidimensional item response theory with factor analyses

By Frank Quansah

Teachers' Sense of Efficacy Scale (TSES), since its development, has gained much popularity because of its adequate psychometric properties. Yet, scholarly information on the soundness of this instrument in the African context has not been documented. Besides, the previous validation studies on the TSES have yielded mixed results with different factor structures, calling for further studies to test its utility and use across different cultures. The purpose of this study was to revalidate the TSES in Ghana using item response theory (IRT) complemented by factor analyses. Through a validation study approach, 693 basic school teachers were purposively sampled to participate in the research by responding to the Teacher Efficacy Scale. The between-item and within-item multidimensional IRT analyses combined with factor analysis were performed to understand how the items functioned with intentions to propose a well-fit instrument within the Ghanaian context. The outcome of this research revealed that the original TSES with a three-factor structure, 24 items measured on a 9-point scale did not provide an optimal measure of teachers' self-efficacy within the Ghanaian context. Rather, a three-structure scale with 18 items and a 6-point scale offered a maximal measure of teachers' self-efficacy. The practical implications of the findings are discussed. © 2024 The Authors. Psychology in the Schools published by Wiley Periodicals LLC.

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Gender digital health literacy gap across age: A moderated moderation effect on depression among in-school adolescents in Ghana during COVID-19

By John Elvis Hagan Jr.

The COVID-19 pandemic amplified the need for digital health literacy aimed at reducing the psychological distress levels of people, including in-school adolescents. Available evidence suggests the presence of a gender health literacy gap among adolescents in schools in Ghana and beyond. Previous literature has established the role of age in digital health literacy levels. What is unknown is how gender and age interact with digital health literacy levels to influence the levels of depression. This research assessed how gender digital health literacy gap across different age groups relates to the depression levels of adolescents during the COVID-19 pandemic. A cross-sectional survey was conducted using 942 students from secondary schools in Ghana who were sampled using the stratified sampling technique. Study participants completed the digital health literacy scale and World Health Organization (WHO-5) well-being index. Results from the two-way analysis of variance revealed a nonsignificant interaction between age and gender on digital health literacy, with significant main effects for gender and age. Further analysis from the moderated moderation analysis revealed that gender and age interact to moderate the relationship between digital health literacy and depression. The findings of this research stress the need for gender-age-specific intervention programs on digital health literacy to moderate depression levels during pandemics and other stressful situations. © 2023 The Authors. Psychology in the Schools Published by Wiley Periodicals LLC.

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