摘要：This study presents the factor structure underlying Tacit Knowledge Inventory for High School Teachers (TKI-HS) which constitutes an informative measure for the assessment of experienced-based tacit knowledge of Greek secondary school teachers, as well as the effect of the teaching experience factor on teachers’ preferred strategies for their workplace interactions. The aim of this study was to provide an insight into the factor structure underlying this instrument in a Greek context, as the structure of its factors has only been assessed in a limited European context. The sample consisted of 279 high-school teachers, 83 men (29.7%) and 196 women (70.3%) who varied in the amount of teaching experience, ranging from 1 to 19 years. The participants completed a Greek version of the TKI-HS inventory consisting of 11 scenarios, each of which provides seven strategies as a framework for evaluating teachers’ responses to potentially challenging social situations. Confirmatory factor analyses verified the single-factor structure of each of the seven strategies, which were included in each of the 11 scenarios of the Greek version of the TKI-HS inventory, confirming, in total, a slightly different structure of the Greek version of the TKI-HS Inventory from the one suggested by the inventory designers. Teaching experience has been found to have a small effect on the respondents’ choice of tacit knowledge strategies for their interpersonal interactions. Implications for future research were identified and discussed.
关键词：Factor Structure;Interpersonal Interactions;Practical Intelligence;Tacit Knowledge Inventory for High School Teachers
