Abstract
The purpose of the present study was to examine the construct validity of an instrument used to measure the micro-teaching performance of teacher candidates by their supervisor teachers. To serve this purpose, this study employed an exploratory factor analysis and a parallel analysis in addition to a final confirmatory factor analysis conducted with two different samples of supervisor teachers who rated pre-service teachers’ performance. Overall, 477 mentor teachers participated in this study. The current results revealed a strong one-factor structure accompanied by high reliability statistics, which is in line with earlier research and theoretical insights. The identified one factor can be named as teaching effectiveness as measured by the participating mentor teachers.
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