Teacher perceptions of coexistence in Mexican schools: An analysis of the internal structure of a national instrument (ECEA-MS)

This research work explores the results of the psychometric analysis of the items related to school coexistence within the Assessment of Basic Conditions for Teaching and Learning in Upper Secondary Education (ECEA-MS in Spanish). The analyses conducted were: normality, internal consistency and exploratory factor analysis with principal axis factoring extraction and oblimin rotation. The sample was composed of 11 863 upper secondary education teachers who participated in the 2016 assessment process. The results showed that there are items that do not correspond to the theoretical structure of school coexistence, which should inform the composition of the next ECEA so that it can reflect these changes in its structure.