Abstract
The concept of collegial supervision (CS) is defined as collaborative work beyond their professional sphere of relationships often offered by educators through feedback and sharing platform. However, there is still lack of studies and instruments that evaluated the CS practice within Malaysian context. In measuring the suitability of CS practice in secondary schools in Malaysia, a questionnaire with 26 self-developed items that represent five sub-dimensions/constructs namely, collegial relations, teacher's province, teacher growth, teacher collaboration, and reflective inquiry was developed from series of interviews with secondary teachers. The major aim of this paper is to validate and examined the psychometric elements through the application of Rasch analysis in measuring items'-person reliability, principal component analysis, items - person distribution, fit and dimensionality analyses. The analysis was performed based on feedback of 357 teachers from secondary teachers. Findings revealed on high values on person-items reliability, and the items' difficulty are significantly aligned or matched with teachers' ability. Also, principal component analysis revealed an acceptable value of raw variance explained, and that most teachers agreed with most of the items through structure measurement on the items' validity. Thus, it is concluding on the internal consistencies of the items within Malaysian CS which later contributed to the CS items for Malaysian secondary schools.
Highlights
Empirical evidence has defined collegial supervision (CS) through the lenses of instructional practice as collaborative efforts made by teachers in refining their instructional practices across knowledge sharing platforms and feedback for teachers’ professional growth [1, 2, 3]
In examining on the psychometrics elements of the collegial supervision practice items which are labelled as the Standard Framework of CS for Malaysian Secondary Schools’ (SFCSMSS), a total of 357 secondary teachers were asked to give feedback on the internal consistency of the SFCSMSS items
In answering the objectives of the study, Rasch measurement model analysis was conducted throughout the study in determining the reliability analysis followed by principal-component analysis, items-person distribution, and later the fit and dimensionality analysis was performed and reported
Summary
Empirical evidence has defined collegial supervision (CS) through the lenses of instructional practice as collaborative efforts made by teachers in refining their instructional practices across knowledge sharing platforms and feedback for teachers’ professional growth [1, 2, 3]. In defining the concept of CS, Singh and Manser (2002) [4] believed that it is a learning process towards the practice of shared responsibility and values among school community which includes principals and teachers. In another definition, CS is sometimes referred to as peer supervision [5, 6] for its emphasis on colleagues’ assessments and feedbacks as ‘informal’ supervisors, with broader mechanisms to improve teachers’ performance in the instructional practice which is highly concerned with teaching and learning. CS is deemed as a collective process beyond professional sphere of relationships [6], towards common vision, aiming for the school cultural based improvement and focusing on the teachers’ growth and development, interpersonal relationship and collaborative approaches
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