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

Abstract

This paper reported the use of several quantitative analytic methods, including Rasch analysis, to examine teacher responses to questionnaire items probing opinions related to knowledge-based teacher, engagement, and expectation in Teacher Profession Education Program in Indonesia. While many reports have presented the impact of training-based teacher professional development program in Indonesia, the present paper improved on these outcomes by utilising Rasch analysis to identify items with orderly sequences of scores across response categories, and to subject these to fresh exploratory and confirmatory factor analysis. The resulting 3-factors (teacher knowledge, teacher engagement, teacher expectation) scale proved acceptable in terms of confirmatory factor analysis as well as in terms of Rasch item analysis. Furthermore, the paper briefly discussed the implications of these outcomes in relation to the refined instrument’s capacity to gather information about how teachers view and expectation about the Indonesian Teacher Profession Program, including gender disparity analysis.