TABLE A1.
Standardised factor loadings for the items in each construct.
| Construct and items | Factor loading (λ) | Measurement weight |
| Learning through media | ||
| I have browsed educational materials (e.g., educational papers or reports) on the internet. | 0.79 | 0.75 |
| I have browsed teaching materials (e.g., lesson plans, videos of public lessons) on the internet. | 0.61 | 0.75 |
| I have read education-related posts on social-media platforms, such as Facebook, Quora etc. | 0.73 | 0.70 |
| I have read hard-copy educational materials (e.g., teaching reference books, journals). | 0.33 | 0.65 |
| I have sought out materials (e.g., newspapers, movies) that could provoke me to think about education. | 0.50 | 0.79 |
| Learning through colleague interaction | ||
| I have communicated with my colleagues about curricula and teaching. | 0.90 | 0.92 |
| I have communicated with my colleagues about student learning. | 0.94 | 0.95 |
| I have communicated with my colleagues about teaching problems. | 0.83 | 0.91 |
| Learning through stakeholder interaction | ||
| I have communicated with parents about educational issues. | 76 | 0.80 |
| I have communicated with my family or friends about educational issues. | 0.88 | 0.82 |
| I have discussed educational issues in online communities. | 0.46 | 0.66 |
| Learning through student interaction | ||
| I have discussed teaching materials or lesson content with my students outside of regular class hours. | 0.87 | 0.91 |
| I have discussed teaching methods with my students. | 0.96 | 0.94 |
| I have discussed my teaching effectiveness with my students. | 0.86 | 0.91 |
| I have talked with students about any topics they are interested in. | 0.44 | 0.74 |
| Learning through individual reflection | ||
| When my teaching has not met my expectations, I have considered possible reasons why. | 0.77 | 0.86 |
| I have thought about or learned from my teaching successes. | 0.91 | 0.93 |
| I have thought about how to continue to improve my teaching. | 0.92 | 0.91 |
| Enjoyment | ||
| I generally enjoy teaching. | 0.86 | 0.87 |
| I generally have so much fun teaching that I gladly prepare and teach my lessons. | 0.92 | 0.91 |
| I generally teach with enthusiasm. | 0.90 | 0.90 |
| I often have reason to be happy while I teach. | 0.87 | 0.90 |
| Anxiety | ||
| I generally feel tense and nervous while teaching. | 0.64 | 0.77 |
| I am often worried that my teaching isn’t going well. | 0.81 | 0.73 |
| Preparing to teach often causes me to worry. | 0.92 | 0.84 |
| I feel uneasy when I think about teaching. | 0.78 | 0.87 |
| Anger | ||
| I often have reason to be angry while I teach. | 0.94 | 0.86 |
| I often feel annoyed while teaching. | 0.85 | 0.90 |
| Sometimes I get really mad while I teach. | 0.81 | 0.79 |
| Teaching generally frustrates me. | 0.51 | 0.78 |
The factor loadings emerged from two separate EFAs using the principal components analysis extraction method and Kaiser normalisation oblimin rotation method. The measurement weights were generated from two separate CFAs confirming the 3- or 5-factor structure of the TES and ITL.