SCALE VALIDATION FOR TEACHER EDUCATOR’S CONCEPTIONS ABOUT SOCIAL JUSTICE TEACHING IN HIGHER EDUCATION CLASSROOM

Abstract

The aim of this research was to validate a scale to assess teacher educators' views and challenges on teaching for social justice. To develop and operationalize the initial item pool, a comprehensive examination of the relevant literature was done. The quantitative scale addressed the basic values of social justice. Democracy, diversity and equity are the core values of social justice. 58 items were drafted initially and sent for experts’ opinions. After their feedback, eight unnecessary and unclear items were removed from the tool. For the scale, a total of 50 items were finalized, divided into four domains: 24 items under democracy, 6 under diversity, 10 under equity and 10 regarding challenges. The scale was given to 60 teacher educators from four public sector universities via a survey. Confirmatory factor analysis and reliability analysis were used to verify the scale's validity and reliability statistically. The loading values for the factors ranged from .897 to 0.521. The pooled items were reduced by 05 items, resulting in a total of 50 items in the final edition. The completed scale demonstrates appropriate reliability and validity across social justice value criteria. This scale, in theory, can help identify the obstacles of addressing social justice in higher education classrooms. The scale for teacher educators' concepts of teaching for social justice could be useful in determining how social justice values are practiced in higher education classrooms.