Validation of an Instrument on Perceptions of Heritage Education through Structural Equation Modeling

Abstract

The aim of this paper is to analyze the validity of a questionnaire designed to analyze teachers’ perceptions of how heritage is taught. The methodology used is quantitative with a non-experimental design based on a Likert-type questionnaire. The sample is non-probabilistic and consists of 132 primary education teachers from the region of Agrigento (Sicily, Italy). For the data analysis, a structural equation model has been employed. The results show that the validated questionnaire explains the variability of 60% of the surveyed teachers. The teachers identify three teaching approaches in accordance with the theoretical approach of the research: a traditional approach based on the memorization of contents, with which 58% of the teachers identified; a student-based model focused on active learning strategies (23%); and an intermediate model (21%). Consequently, a renewal can be appreciated in the teaching of heritage that can encourage the promotion of training with regard to heritage education and the use of an active teaching methodology. Finally, the instrument has been validated and shown to be appropriate, which implies that the conclusions drawn from applying the model serve to explain teachers’ perceptions of heritage teaching.