Objective: The Teacher Teaching Quality Instrument using the Six Sigma approach (T²Qi-6σ) is a new tool for assessing teaching quality in primary and secondary schools. As such, it is essential to carefully review each item in T²Qi-6σ for face validity, including an assessment of language use, sentence structure, vocabulary appropriateness, and spelling accuracy. This is useful in providing the empirical evidence for supporting sustainable development goals (SDG) initiatives specially to enhance the quality of item assessment. Theoretical Framework: This study aims to test the face validity of T²Qi-6σ using Content Validity Ratio (CVR) analysis by Lawshe (1975). This CVR adapted to be used for face validity even the method mainly applied for establishing content validity. Method: A total of ten assessors were selected using a purposive sampling technique consisting of six test takers and four language experts. The face validity of the T²Qi-6σ involves as many as 125 items with five primary constructs based on Six Sigma: define, measure, analyze, improve, and control. Results and Discussion: The quantitative findings of the study indicate that the instrument demonstrates strong face validity, with 113 items meeting the minimum CVR value (N=10, CVRcritical = 0.62). Efforts have been made to enhance 12 items that initially did not meet the minimum CVR value. In total, 125 items T²Qi-6σ show great promise as a psychometric measurement tool to enhance the quality of teaching among educators. Research Implications: T²Qi-6σ assists educators in enhancing their self-competence and teaching quality, offering benefits and implications for theory, the field of measurement, and the implementation of the Six Sigma approach in education in Malaysia. Originality/Value: The assessment of CVR indicates that T²Qi-6σ demonstrates high face validity and suitability for use. The consensus among the panel of assessors evaluating face validity clearly demonstrates that T²Qi-6σ is appropriate and relevant for use in the study aimed at enhancing the quality of teacher instruction through the Six Sigma approach. The use of Six Sigma aims to broaden the knowledge base for quality assessment in education, which has traditionally relied on similar methods. It would be intriguing to evaluate the impact of the Six Sigma DMAIC model in the Malaysian education sector.
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