Active Empathic Listening Scale (AELS): Reliability and Validity in a Nationwide Sample of Greek Educators

Ntina Kourmousi, Kalliopi Kounenou, George Tsitsas, Vasiliki Yotsidi, Kyriakoula Merakou, Anastasia Barbouni and Vasilios Koutras
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Ntina Kourmousi: Primary Education Directorate of Eastern Attica, Attica 15454, Greece
Kalliopi Kounenou: Department of Education, School of Pedagogical & Technological Education, Attica 14121, Greece
George Tsitsas: Counseling Centre, Department of Dietetics, Harokopio University, Athens 17676, Greece
Vasiliki Yotsidi: Special Account for Research Grants, School of Pedagogical & Technological Education, Attica 14121, Greece
Kyriakoula Merakou: Department of Public Health, National School of Public Health, Athina 11521,Greece
Anastasia Barbouni: Department of Public Health, National School of Public Health, Athina 11521,Greece
Vasilios Koutras: Early Childhood Education, University of Ioannina, Ioannina 45110, Greece

Social Sciences, 2017, vol. 6, issue 4, 1-13

Abstract: The presented study examined the Active Empathic Listening Scale’s (AELS) validity and reliability in a sample of 3955 Greek educators of all teaching levels and specialties. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale’s construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (? 2 ) of the model was significant ( p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI), and the goodness of fit index (GFI) values were 0.080, 0.971, and 0.962, respectively, further supporting the fit of the three-factor model. Cronbach’s alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.76 for AELS’ subscales. The intercorrelations of the three subscales were all positive and significant ( p < 0.001), ranging from 0.46 to 0.54. Student’s t -tests and the computation of effect sizes showed that women, principals, and those who had received training in mental health promotion scored higher on all three subscales. Age and years of teaching experience were also positively correlated with most of the AELS’ subscales, but the correlations were very low. The analyses confirmed the three-factor model of AELS and demonstrated its validity and reliability in measuring Greek teachers’ active listening attitudes.

Keywords: active listening; Active Empathic Listening Scale (AELS); teachers/educators; reliability; validity; Greek sample (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2017
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