Using an Iterative Model to Conceptualize,Pilot Test,and Validate Scores from an Instrument Measuring Teacher Readiness for Educational Reforms

Abstract

Scores from the Teacher Readiness for Educational Reforms (TRER)instrument were validated using a six-phase, iterative model. Initial conceptualization, content validation, and pilot testing yielded a 61-item instrument with seven subdomains (Phases 1-4). Exploratory work (Phase 5) using principal axis factor extraction supported a five-factor structure (Data Set 1, n = 393). Further exploration with a five-factor free-path model and a more constrained structural model yielded satisfactory fit values (Bentler’s comparative fit indexes of .94 and .93, respectively). Deletion or collapsing of items in Phase 5 yielded a refined TRER with 43 items. Confirmatory work (Phase 6) with a new data set (n = 392) showed little slippage in fit. Cronbach’s alpha values ranged from .78 to .96 in final subdomain scores.

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