Abstract
The purpose of this study was to develop a measurement instrument for determining pre-service teachers' perceptions of competency in providing quality teaching. The initial phase of the instrument was consisted of 54 items that were composed based on theory and literature. The initial form was applied to 232 pre-service teachers. An exploratory factor analysis (EFA) was conducted on the data obtained from those students. The results of EFA showed that the scale has 5-factor construct with 30 items. In order to obtain evidence of construct validity for 5-factor scale, a confirmatory factor analysis (CFA) was conducted for the data collected from another group of 617 pre-service teachers. Regarding the fit indices and the modification indices obtained from the CFA, the final form was constructed. Cronbach's alpha and McDonald's omega reliability coefficients were calculated as approximately 0.931 and 0.953, respectively in the final form with 22 items. Based on the findings, it can be concluded that the scale developed is capable of exhibiting pre-service teachers' perceptions of self-competency in providing quality teaching in a valid and reliable manner.
Highlights
Teaching is understood as learning and teaching situations, planned by teachers in accordance with certain goals in temporal integrity, and is considered as the whole of didactic activities orientated to learning and education in the framework of an institution’s special condition [1]
The initiall form of 54 items was firstly administered to 232 teacher candidates, and the data obtained were analyzed through exploratory factor analysis.In order to provide evidence for the construct validity of the scale and to determine the factor structure of the scale, the first factor analysis was performed and, in consequence, it was found that the scale had a one-factor structure
In order to confirm the 5-factor structure of the scale emerging as a result of exploratory factor analysis (EFA), EFA was conducted on a group of 617 participants which was different from the group of the first application
Summary
Teaching is understood as learning and teaching situations, planned by teachers in accordance with certain goals in temporal integrity, and is considered as the whole of didactic activities orientated to learning and education in the framework of an institution’s special condition [1] Based on this definition, the concept of teaching quality is employed in a broad sense of the totality of teaching properties influential in the pre-set normative objectives [2, 3]. While the principles established through these efforts were initially discussed independently - that is to say, discussed as general teaching quality; it is emphasized that the domain-specific combinations of properties related to teaching quality as well as the complicated interactions of teaching quality with specific variables should be considered [1, 4] In this context, criteria were set and described for teaching quality by Brophy [5], and Helmke [1, 6], Meyer [7], Seidel and Schavelson [8]
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