Teachers' perceptions structured through facet theory: Smallest space analysis versus factor analysis

This article examines Guttman's facet theory (FT) and compares it to factor analysis (FA) in the context of two research studies. ET is examined in te rms of its advantages and disadvantages compared to FA for theory developme nt and confirmation. two studies provide insights into the utility of FT. T he first describes ideal student traits as perceived by prospective teacher s. Using FT and smallest space analysis (SSA) confirmed the theory by displ aying the accord between the facets in the mapping sentence and the distrib ution of the items in a multidimensional space. The second describes teache r professionalism and teaching context as perceived by teachers who complet ed a version of the Talbert and McLaughlin questionnaire, FT and SSA confir med the theory and identified the subscales and dynamic relationships betwe en them. By using the definitional mapping sentence of FT and SSA, the mult idimensional theory and structural validity of the findings in the two stud ies were confirmed.