Developing and Validating an Instrument of In-service Teachers Responses to Knowledge-Based Teacher, Engagement, and Expectation in Teacher Profession Education Program in Indonesia: Integrating factor analysis with Rasch modeling
Patuan Raja, Bambang Setiadi, Abdurrahman Abdurrahman
Available Online April 2019.
- https://doi.org/10.2991/icetep-18.2019.74How to use a DOI?
- knowledge-based teacher; teacher profession; rasch model
- This paper reports on the use of several quantitative analytical approaches, including Rasch analysis, to examine teacher responses to questionnaire items that explore opinions related to knowledge-based teacher, involvement, and expectations in the Teacher Professional Education Program in Indonesia. While many research reports have presented the impact of training-based teacher professional development programs in Indonesia, this paper seeks to improve these results by utilizing Rasch model analysis to identify items with scaled score sequences in all response categories, and make them new explorations and factor confirmation analyzes. The 3-factors scale produced (knowledge-based teacher, teacher involvement, teacher expectations) is proven to be acceptable in terms of confirmatory factor analysis and in terms of analysis of Rasch items. Furthermore, this paper briefly discusses the implications of these results with respect to the capacity of improved instruments to gather information about how teachers see and hope about the Indonesian Teacher Professional Program, including analysis of gender disparity.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Patuan Raja AU - Bambang Setiadi AU - Abdurrahman Abdurrahman PY - 2019/04 DA - 2019/04 TI - Developing and Validating an Instrument of In-service Teachers Responses to Knowledge-Based Teacher, Engagement, and Expectation in Teacher Profession Education Program in Indonesia: Integrating factor analysis with Rasch modeling BT - Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018) PB - Atlantis Press SP - 310 EP - 317 SN - 2352-5398 UR - https://doi.org/10.2991/icetep-18.2019.74 DO - https://doi.org/10.2991/icetep-18.2019.74 ID - Raja2019/04 ER -