Constructing and Developing a Scale for Assessing Language Teachers' Performance in Integrating Reflective Thinking Skills within Primary Reading Learning Environments

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The study employed a multi-phase design to construct and validate a scale for assessing language teachers' performance in integrating reflective thinking within primary reading environments. The research began with a literature review to identify relevant dimensions and indicators for reflective thinking in reading instruction. In the first phase, a pilot test with 200 teachers was conducted to evaluate the scale's validity and reliability through both qualitative and quantitative feedback, leading to refinements in the scale. The second phase involved a larger study with 800 teachers, using Rasch model analysis and confirmatory factor analysis (CFA) to validate the scale’s structure. Rasch analysis ensured internal consistency, while CFA confirmed alignment with theoretical constructs. The findings showed strong psychometric properties, with high internal reliability and validity, indicating that the scale accurately measures teachers' ability to integrate reflective thinking in reading instruction. The validated scale provides a reliable tool for evaluating teachers' performance, helping identify professional development needs. This tool enables schools to support teachers in enhancing their practices, ultimately improving student outcomes in reading comprehension and critical thinking. The scale fosters a supportive learning environment, contributing to better educational outcomes and preparing students for future challenges.