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 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.

Obstacles Faced by Pre-Service English Teachers During Teachers Professional Education Program (Ppg)

“…The results show that the pre-service teachers thought that the PPG program has to be more flexible and practical. Another study was done by Raja (2019) that investigates teachers' responses to questionnaire items that explore opinions related to knowledge-based teachers, involvement, and expectations in the Teacher Professional Education Program in Indonesia. In addition, a study by Adnyani (2015) explored about Indonesian pre-service teachers' perceptions of PPG-SM3T program for their professional development.…”