1 ESEM: Methodological considerations and empirical results using the OTS Exploratory Structural Equation Modeling (ESEM): Methodological considerations and empirical results using the Orientation for Teaching Survey (OTS) Palmira Faraci, Rossella Bottaro Faculty of Human and Social Sciences - University of Enna “Kore”, Italy rossella.bottaro@unikorestudent.it; rossella.bottaro1@gmail.com ᴥ ABSTRACT . Il presente studio si è posto l’obiettivo di fornire un quadro di rifessione metodologica sull’utilizzo della tecnica Exploratory Structural Equation Modeling (ESEM), presentando un esempio applicativo per mezzo dell’Orientation for Teaching Survey (OTS). 338 insegnanti italiani hanno partecipato ad una survey online per la valutazione della motivazione all’insegnamento e del benessere psicologico. Modelli confermativi ed ESEM sono stati comparati secondo un approccio olistico, che ha mostrato il modello bifattoriale ESEM quale scelta appropriata (c 2 = 178.02, df = 102, CFI = .94, TLI = .92, RMSEA = .05, SRMR = .03; w = .88) per la versione breve dell’OTS. I risultati della network analysis hanno, altresì, messo in luce le differenze tra insegnanti precari e di ruolo. Gli ESEM sembrano offrire soluzioni analitiche promettenti per le misure multidimensionali complesse in generale e potrebbero fornire una prospettiva innovativa per la valutazione della motivazione all’insegnamento in particolare. ᴥ SUMMARY. Exploratory Structural Equation Modeling (ESEM) has emerged as an intriguing approach for investigating the dimensionality of psychometric tools. The present study aimed to refect on the advantages and drawbacks of the ESEM technique using the Orientation for Teaching Survey (OTS) as an application example. 338 Italian teachers, mostly women (77.5%; M age = 46.84, SD = 10.65) completed an online survey that evaluated the motivation for teaching and indicators of psychological well-being. Confrmatory and ESEM models were compared to test the OTS factor solution. A series of network analysis were performed to investigate the relationship between motivation for teaching and depression, anxiety, stress, optimism, intolerance of uncertainty, and self-esteem in the total sample as well as the precarious and in-role groups. Our study revealed the superiority of the bi-factor ESEM model for the OTS short version (c 2 = 178.021, df = 102, CFI = .949, TLI = .923, RMSEA = .047, SRMR = .034; w = .88). The motivation for teaching was affected by psychological well-being indicators, particularly in the precarious group. The current study supported the use of the ESEM technique, especially for a complex and culturally oriented tool, as a simultaneously theory-driven and data-driven approach. Furthermore, the network analysis showed preliminary fndings helpful to overcome a knowledge gap in the motivation of Italian teachers. Cross-cultural studies that compare different school systems using ESEM might provide an innovative perspective on assessing motivation for teaching. Keywords: Exploratory Structural Equation Model, Motivation for teaching, Psychometrics DOI: 10.26387/bpa.2023.00004