From insight to measurement: A self-assessment tool development for entry-level teachers’ instructional competence
Lynard Bobby L. Asirit
Abstract
This research addresses the critical need for assessing and enhancing instructional competence among entry-level teachers through the development of a quantitative self-assessment tool. The study follows best practices, employing Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and reliability testing with a sample of 1000 teachers. The resulting six-factor model includes effective lesson planning and development, alignment with educational and career goals, collaboration and stakeholder engagement, classroom management and leadership, well-being and stress management, and student engagement and passion, validated through CFA with a statistically significant fit. The scale development involves defining constructs, expert opinions, and rigorous statistical analyses, demonstrating high internal consistency in reliability testing. This study offers valuable insights into entry-level teachers' instructional competence, recommending the refinement of the scale, integration into training programs, and prioritization of ongoing professional development. Suggestions for longitudinal impact research and context-specific exploration will deepen understanding. Overall, this research lays a strong foundation for improving teacher induction programs and enhancing the effectiveness of entry-level educators in diverse educational settings.
Keywords
assessment tool, entry-level teachers, factor analysis, instructional competence, scale development, self-assessment
Author information & Contribution
Lynard Bobby L. Asirit. Board of Education Hamamatsu City, Japan. Email: lynard.asirit@gmail.com
Disclosure statement
Funding
Institutional Review Board Statement
AI Declaration
Notes
Acknowledgement
References
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Cite this article:
Asirit, L.B.L. (2024). From insight to measurement: A self-assessment tool development for entry-level teachers' instructional competence. International Journal of Educational Management and Development Studies, 5 (1), 27-53. https://doi.org/10.53378/353043
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