The Performative Teaching Inventory: Instrument Development and Estimates of Reliability and Validity

Abstract

Engaged pedagogy through performative teaching emanates from a teaching philosophy that recognizes the importance of making teaching and learning processes into reality through actively engaging students. This study ascertained to develop and validate an instrument that measures performative teaching techniques. A review of relevant and recent literature on teaching practices was done which led to the writing of the items in the instrument evaluated by subject matter experts (SMEs). A total of 100 teachers participated in the initial test administration. The adequacy indicator of the sample ΚΜΟ=0.868 indicating that the sample data were enough for Exploratory Factor Analysis (EFA) through Principal Component Analysis (PCA) of extracting factor loadings based on the eigenvalue greater than 1. Results yielded valid items and extracted four (4) factor loadings around .511 to .830 while Cronbach’s Alpha indicates the instrument is internally consistent. The development of the final instrument was based on the results of the evaluation of the instrument’s reliability and validity. For purposes of recognition, the instrument was named “Performative Teaching Inventory for Teachers ( PTI ).”