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

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