119
Views
101
Downloads
Open Access
A Self-Assessment Instrument for Early Childhood Teachers: Construct Validity and Reliability Analysis
Main Article Content
Abstract
Early childhood education teachers in Indonesia often lack standardized tools to assess their pedagogical and professional competence. This study aims to develop and validate a reliable self-evaluation instrument by identifying key competency dimensions to support early childhood teachers in reflecting on their professional practices. The instrument consists of 39 items encompassing seven competency dimensions: evaluation and reflection skills, holistic educational approach, curriculum mastery, learning activity design, professionalism, technology integration, and communication. Data were collected using a 4-point Likert scale from 276 respondents for exploratory factor analysis (EFA) and 978 respondents for confirmatory factor analysis (CFA). EFA was used to identify the instrument's underlying factor structure, while CFA tested the model's fit with empirical data. The EFA results indicate that seven factors with eigenvalues greater than 1 were extracted, explaining 60.378% of the total variance across the 39 items. CFA results confirm that the conceptual model aligns with empirical data, with all standardized loading factors found to be significant. Construct reliability, measured using Composite Reliability (CR), shows that four of the seven dimensions have satisfactory reliability (CR > 0.70), while the remaining three dimensions demonstrate moderate reliability. This study contributes to early childhood education by presenting a validated and reliable self-assessment instrument to measure early childhood teachers’ pedagogical and professional competence. The instrument supports teachers in reflecting on their teaching practices and promotes ongoing professional development. It also offers a foundational tool for policymakers and institutions to improve teacher quality. Future research can examine its applicability in various educational contexts and evaluate its effectiveness in guiding targeted development programs.
Keywords:
Downloads
Metrics
Article Details
How to Cite
Copyright
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal, provided that the work is not used for commercial purposes.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
References
Al Riyami, T. (2015). Reflection: Is it a promising or spurious tool for teachers’ professional development? International Journal of Bilingual & Multilingual Teachers of English, 03(01), 47–58. https://doi.org/10.12785/ijbmte/030105
Alhassan, A., & Ali, H. I. H. (2019). Towards a multi-source performance appraisal model in omani higer education institutions. 10(4), 299–312.
Bank, W. (2020). The promise of education in Indonesia. In The World Bank. The World Bank. https://doi.org/10.1596/34807
Best, D. A. (2016). Developing urban elementary teacher leaders using danielson’s framework: An action reserach study.
Boud, D. (2015). Feedback: Ensuring that it leads to enhanced learning. The Clinical Teacher’s Toolbox, 12, 3–7.
Buyamin, B. (2023). Implementation of teacher performance assessment program. Porceeding of International Conference on Education, Society and Humanity, 01(01), 338–347. https://www.ejournal.unuja.ac.id/index.php/icesh/article/view/5646
Cohen, J., & Goldhaber, D. (2016). Building a more complete understanding of teacher evaluation using classroom observations. Educational Researcher, 45(6), 378–387. https://doi.org/10.3102/0013189X16659442
Damanik, R. (2019). Hubungan kompetensi guru dengan kinerja guru. Jurnal Serunai Administrasi Pendidikan, 8(2). https://doi.org/10.37755/jsap.v8i2.170
Danielson, C. (2008). Enhancing professional practice: A framework for teaching (Second Edi). Association for Supervision and Curriculum Development (ASCD).
Darling-Hammond, L. (2015). Can value added add value to teacher evaluation? Educational Researcher, 44(2), 132–137. https://doi.org/10.3102/0013189X15575346
Filgueiras, A., Pires, P., & Landeira-Fernandez, J. (2014). Screening measures used in child daycare centers: A 15-years systematic review. Psychology, 05(19), 2109–2119. https://doi.org/10.4236/psych.2014.519213
Filipe, M. N. M., Ferreira, F. A. F., & Santos, S. P. (2015). A multiple criteria information system for pedagogical evaluation and professional development of teachers. Journal of the Operational Research Society, 66(11), 1769–1782. https://doi.org/10.1057/jors.2014.129
Fireside, D., & Lachlan-Hache, L. (2015). Uncommon measures : Teacher self-evaluation to encourage professional growth (Issue November).
Fitria, H., Kristiawan, M., & Rahmat, N. (2019). Upaya meningkatkan kompetensi guru melalui pelatihan penelitian tindakan kelas. Abdimas Unwahas, 4(1), 14–25. https://doi.org/10.62509/ji.v1i1.20
Gates, B., & Gates, M. (2010). Learning about teaching. In Bill & Melinda Gates Foundation. https://doi.org/10.4324/9780203464014_chapter_2
Goh, A. Y. S. (2019). Rethinking reflective practice in professional lifelong learning using learning metaphors. Studies in Continuing Education, 41(1), 1–16. https://doi.org/10.1080/0158037X.2018.1474867
Grissom, J. A., Kalogrides, D., & Loeb, S. (2015). Using student test scores to measure principal performance. Educational Evaluation and Policy Analysis, 37(1), 3–28. https://doi.org/10.3102/0162373714523831
Hartono, S., & Muchtar, D. Y. (2018). Uji validitas konstruk pada instrumen dengan metode confirmatory factor analysis (CFA). Jurnal Pengukuran Psikologi Dan Pendidikan Indonesia (JP3I), 6(1), 79–86. https://doi.org/10.15408/jp3i.v6i1.8155
Hornstein, H. A. (2017). Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance. Cogent Education, 4(1), 1–8. https://doi.org/10.1080/2331186X.2017.1304016
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Juma, A. A. (2024). Self-reflection in teaching: A comprehensive guide to empowering educators and enhancing student learning. International Journal of Science and Research Archive, 12(1), 2835–2844. https://doi.org/10.30574/ijsra.2024.12.1.1113
Kane, T. J., Kerr, K. A., & Pianta, R. C. (2014). Designing teacher evaluation systems. Jossey-Bass A Wiley Brand.
Kelly, S., Bringe, R., Aucejo, E., & Fruehwirth, J. (2020). Using global observation protocols to inform research on teaching effectiveness and school improvement: Strengths and emerging limitations. Education Policy Analysis Archives, 28, 1–34. https://doi.org/10.14507/EPAA.28.5012
Kementrian Pendidikan Nasional RI. (2014). Standar Nasional Pendidikan Anak Usia Dini No 137 Tahun 2014. In Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia. https://portaldik.id/assets/upload/peraturan/PERMEN KEMENDIKBUD Nomor 137 Tahun 2014 STANDAR NASIONAL PENDIDIKAN ANAK USIA DINI.pdf
Kraft, M. A., & Gilmour, A. F. (2016). Can principals promote teacher development as evaluators? A case study of principals’ views and experiences. Educational Administration Quarterly, 52(5), 711–753. https://doi.org/10.1177/0013161X16653445
Kusumawardhani, P. N. (2017). Does teacher certification program lead to better quality teachers? Evidence from Indonesia. Education Economics, 25(6), 590–618. https://doi.org/10.1080/09645292.2017.1329405
Maghfuroh, L., Salimo, H., Qadrijati, I., & Subiyanto, A. A. (2020). Early childhood education teachers in Indonesia : Validity and reliability of preschool child development surveillance instruments. Migration Letters, 20(8), 1079–1089.
Manggaberani, A. A., & Putro, N. H. (2023). Development of character assessment instrument on english learning for junior high school students. Research and Development in Education (RaDEn), 4(1), 374–389. https://doi.org/10.47006/ijierm.v5i3.282
Moss, J. T. (2015). The danielson model of teacher evaluation: Exploring teacher perceptions concerning its value in shaping and improving instructional practice.
Neumann, M. M., Anthony, J. L., Erazo, N. A., Neumann, D. L., Neumann, M. M., & Anthony, J. L. (2019). Assessment and technology : Mapping future directions in the early childhood classroom. Frontiers in Education, 4(October), 1–13. https://doi.org/10.3389/feduc.2019.00116
Nur Efendi, & Muh Ibnu Sholeh. (2023). Manajemen pendidikan dalam meningkatkan mutu pembelajaran. Academicus: Journal of Teaching and Learning, 2(2), 68–85. https://doi.org/10.59373/academicus.v2i2.25
Otaya, L. G., Kartowagiran, B., Retnawati, H., & Mustakim, S. S. (2020). Estimating the ability of pre-service and in-service Teacher Profession Education (TPE) participants using Item Response Theory. Research and Evaluation in Education, 6(2), 160–173. https://doi.org/10.21831/reid.v6i2.36043
Öztabak, M. Ü., & Polatlar, D. Y. (2020). An overview of the administrative issues in preschools from preschool teachers’ perspectives. Journal of Education and Learning, 9(6), 183. https://doi.org/10.5539/jel.v9n6p183
Retnawati, H., Djidu, H., Kartianom, Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thingking skills and its learning strategy. Problem of Education in The 21st Century, 76(2), 215–230. http://repository.seku.ac.ke/handle/123456789/63%0Ahttps://hungary.pure.elsevier.com/en/publications/on-synergies-and-conflicts-between-the-sustainable-development-go
Rista, B. V, Agung, A. G., & Ujianti, P. R. (2020). Validity and reliability: An ability assessment instrument to identify the number concept. Indonesian Journal of Educational Research and Review, 3(3), 144–152. https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/30614%0Ahttps://ejournal.undiksha.ac.id/index.php/IJERR/article/download/30614/pdf
Schreiber, J. B., Stage, F. K., King, J., Nora, A., & Barlow, E. A. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. Journal of Educational Research, 99(6), 323–338. https://doi.org/10.3200/JOER.99.6.323-338
Shaffer, J. A., DeGeest, D., & Li, A. (2016). Tackling the problem of construct proliferation: A guide to assessing the discriminant validity of conceptually related constructs. Organizational Research Methods, 19(1), 80–110. https://doi.org/10.1177/1094428115598239
Sholeh, M. (2017). Keefektifan peran kepala sekolah dalam meningkatkan kinerja guru. Jurnal Dinamika Manajemen Pendidikan, 1(1), 41. https://doi.org/10.26740/jdmp.v1n1.p41-54
Smith, C., & Gillespie, M. (2023). Research on professional Development and Teacher Change: Implications for Adult Basic Education. In Review of adult learning and literacy: Vol.7: Connecting research, policy, and practice (Vol. 7, pp. 205–244). https://doi.org/10.4324/9781003417996-7
Supadi, S., Soraya, E., Muhammad, H., & Halim, N. (2021). Making sense the teacher evaluation with the value of local culture (The voice of school principals in Indonesia). International Journal of Educational Management, 35(6), 1124–1135. https://doi.org/10.1108/IJEM-08-2020-0408
Suranto, S., Muhyadi, M., & Mardapi, D. (2014). Pengembangan instrumen evaluasi uji kompetensi keahlian (ukk) administrasi perkantoran di smk. Jurnal Penelitian Dan Evaluasi Pendidikan, 18(1), 98–114. https://doi.org/10.21831/pep.v18i1.2127
Suryadarma, D., & Jones, G. W. (2015). Education in indonesia; Rising to the challenge. In OECD. https://doi.org/10.2307/3023860
Umar, J., & Nisa, Y. F. (2020). Uji validitas konstruk dengan CFA dan pelaporannya. Jurnal Pengukuran Psikologi Dan Pendidikan Indonesia, 9(2), 1–11. https://doi.org/10.15408/jp3i.v9i2.16964