Validation of Teacher Competency Questionnaire (TCQ) in Indian Context
Main Article Content
Article Sidebar
Published
Feb 17, 2024
Sourav Choudhury
Vijay Kumar Chechi
Abstract
Educators perform a cardinal part in the impartation of quality education. Teacher competence and its
enhancement has humongous significance in forming the new terrain of the twenty-first century which
demands holistic development. The investigators have validated the Teacher Competence Questionnaire
(TCQ) by Meicky Shoreamanis Panggabean and Karel Karsten Himawan (2016) in Indian context, which was
developed to measure teacher competence. It follows a Likert-scale rating format with Student Assessments
of Teachers (SETs) method. The tool has 42 items across five dimensions- Professional Knowledge (5 items),
Professional Skills (17 items), Personal Characteristics (8 items), Personal Ethical Standards and Values (7
items), and Professional Development and Lifelong Learning (5 items). Based on a sample of 350 senior
secondary students (56% males; 44% females) across four districts in the state of West Bengal, India, analysis
was conducted through descriptive statistics such as Mean, Median and Test of normality, Kaiser-MeyerOlkin (KMO) Test, Bartlett’s Test of Sphericity (BTS), Confirmatory Factor Analysis (CFA) and Cronbach’s
Alpha using AMOS v26 and SPSS v23. The empirical evidence determined an excellent fit of the retained 23
items in final version with a Cronbach’s alpha coefficient of 0.661, and can be utilized in the Indian context
to measure competence of the teacher.
How to Cite
Sourav Choudhury, & Vijay Kumar Chechi. (2024). Validation of Teacher Competency Questionnaire (TCQ) in Indian Context. SPAST Reports, 1(1). Retrieved from https://spast.org/ojspath/article/view/4787
Article Details
Keywords
Teacher, confirmatory factor analysis, India
References
Álvarez, J., Moreno, V. G., and Patrinos, H. A. (2007).
Institutional effects as determinants of learning
outcomes: Exploring state variations in Mexico (Vol.
4286). World Bank Publications.
Bhattacharjee, D. and Carri, R. G. (2020). An investigation
into the teaching competency of english teachers of
Tripura board of secondary education. Rupkatha
Journal on Interdisciplinary Studies in Humanities.
12(1): 1-1. Bhardwaj, A. (2016). Importance of
education in human life: A holistic approach.
International Journal of Science and Consciousness.
2(2): 23-28.
Black, P. and Wiliam, D. (1998). Assessment and
classroom learning. Assessment in Education:
Principles, Policy & Practice. 5(1): 7–74.
Churchill, G.A. (1979),A paradigm for developing better
measures of marketing constructs. Journal of Marketing
Research. Vol. 16 No. 1, pp. 64–73
Cochran-Smith, M. (2003). Teaching quality matters.
Journal of Teacher Education. 54(2): 95-98.
Cronbach, L. J. (1951). Coefficient alpha and the internal
structure of tests. Psychometrika, 16(3), 297–334.
Dev, M. (2016). Factors Affecting the Academic
Achievement: A Study of Elementary School Students
of NCR Delhi, India. Journal of Education and Practice.
7(4): 70-74.
Ding, Z. and Ng, F. (2008). A new way of developing
semantic differential scales with personal construct
theory. Construction Management and Economics.
26(11): 1213–1226.
D’Agostino, J. V. and VanWinkle, W. H. (2007).
Identifying prepared and competent teachers with
professional knowledge tests. Journal of Personnel
Evaluation in Education. 20(1): 65-84.
George, D. and Mallery, P. (2003). SPSS for Windows step
by step: A simple guide and reference. 11.0 update (4th
ed.). Boston: Allyn & Bacon.
Greenstein, L. (2010). What teachers really need to know
about formative assessment. ASCD.
Hair, J. F., Gabriel, M. and Patel, V. (2014). AMOS
covariance-based structural equation modeling (CBSEM): Guidelines on its application as a marketing
research tool. Brazilian Journal of Marketing. 13(2).
Himawan, M. S. P. K. K. (2016). The development of
Indonesian teacher competence questionnaire. Journal
of Educational, Health and Community Psychology.
5(2): 1-15.
Hurley, A. E., Scandura, T. A., Schriesheim, C. A.,
Brannick, M. T., Seers, A., Vandenberg, R. J. and
Williams, L. J. (1997). Exploratory and confirmatory
factor analysis: Guidelines, issues, and alternatives.
Journal of organizational behavior. 667-683.
Kline, R. B. (2015). Principles and practice of structural
equation modeling. Guilford publications.
Lilliefors, H. W. (1967). On the Kolmogorov-Smirnov test
for normality with mean and variance unknown.
Journal of the American statistical Association.
62(318): 399-402.
Khalid, M., Hashmi, A., Javed, Z., and Javed, I. (2021).
Effect of Teachers’ Advance Knowledge and Pedagogy
Skills on Students’ Academic Performance. Ilkogretim
Online. 20(4): 2009-2014.
Kyriakides, L., Christoforou, C. and Charalambous, C. Y.
(2013). What matters for student learning outcomes: A
meta-analysis of studies exploring factors of effective
teaching. Teaching and teacher education. 36:143-152.
Lipsky, D. K. E. and Gartner, A. E. (1989). Beyond separate
education: Quality education for all. Paul H. Brookes
Publishing.
Ludwikowska, K. (2019), "Teacher competence inventory:
An empirical study on future-oriented competences of
the teaching profession in higher education in India",
Education + Training. Vol. 61 No. 9: 1123-1137.
Marsh, H. W. and Roche, L. A. (1997). Making students'
evaluations of teaching effectiveness effective: The
critical issues of validity, bias, and utility. American
psychologist. 52(11): 1187.
Nessipbayeva, O. (2012). The Competencies of the Modern
Teacher. Bulgarian Comparative Education Society.
Peklaj, C. (2015). Teacher competencies through the prism
of educational research. Center for Educational Policy
Studies Journal. 5(3): 183-204.
Plake, B. S., Impara, J. C. and Fager, J. J. (1993).
Assessment competencies of teachers: A national
survey. Educational Measurement: Issues and Practice.
12(4): 10-12.
Rajput, J. S. and Walia, K. (2001). Reforms in teacher
education in India. Journal of educational change.
2(3):239-256.
Raimundo, R., Carapito, E., Pereira, A. I., Pinto, A. M.,
Lima, M. L. and Ribeiro, M. T. (2012). School social
behavior scales: an adaptation study of the Portuguese
version of the social competence scale from SSBS-2.
The Spanish Journal of Psychology. 15(3):1473-1484.
Shearron, G. F. (1978). Developing and Improving
Instruments for Measuring Competence. Journal of
Teacher Education. 29(2): 18–20.
Singh, R. and Sarkar, S. (2015). Does teaching quality
matter? Students learning outcome related to teaching
quality in public and private primary schools in India.
International Journal of Educational Development.
41:153-163.
Sootipon, J. (2010). The changes of learning world in the
21st Century and development for professional
teachers. World wide web.
Spanierman, L. B., Oh, E., Heppner, P. P., Neville, H. A.,
Mobley, M., Wright, C. V.... and Navarro, R. (2011).
The multicultural teaching competency scale:
Development and initial validation. Urban Education.
46(3): 440-464.Tabachnick, B. G., Fidell, L. S. and Ullman, J. B. (2007).
Using multivariate statistics (Vol. 5). Boston, MA:
pearson. 481-498
Tang, F. I., Chou, S. M. and Chiang, H. H. (2005). Students'
perceptions of effective and ineffective clinical
instructors. Journal of nursing education. 44(4):187-
192.
Tavakol, M. and Dennick, R. (2011). Making sense of
Cronbach's alpha. International journal of medical
education. 2: 53.
Toland, M. D. and De Ayala, R. J. (2005). A multilevel
factor analysis of students’ evaluations of teaching.
Educational and Psychological Measurement. 65(2):
272-296.
Vermunt, J. D. and Verloop, N. (1999). Congruence and
friction between learning and teaching. Learning and
instruction. 9(3): 257-280.
Wentzel, K. R. (1997). Student motivation in middle
school: The role of perceived pedagogical caring.
Journal of Educational Psychology. 89: 411–417
Institutional effects as determinants of learning
outcomes: Exploring state variations in Mexico (Vol.
4286). World Bank Publications.
Bhattacharjee, D. and Carri, R. G. (2020). An investigation
into the teaching competency of english teachers of
Tripura board of secondary education. Rupkatha
Journal on Interdisciplinary Studies in Humanities.
12(1): 1-1. Bhardwaj, A. (2016). Importance of
education in human life: A holistic approach.
International Journal of Science and Consciousness.
2(2): 23-28.
Black, P. and Wiliam, D. (1998). Assessment and
classroom learning. Assessment in Education:
Principles, Policy & Practice. 5(1): 7–74.
Churchill, G.A. (1979),A paradigm for developing better
measures of marketing constructs. Journal of Marketing
Research. Vol. 16 No. 1, pp. 64–73
Cochran-Smith, M. (2003). Teaching quality matters.
Journal of Teacher Education. 54(2): 95-98.
Cronbach, L. J. (1951). Coefficient alpha and the internal
structure of tests. Psychometrika, 16(3), 297–334.
Dev, M. (2016). Factors Affecting the Academic
Achievement: A Study of Elementary School Students
of NCR Delhi, India. Journal of Education and Practice.
7(4): 70-74.
Ding, Z. and Ng, F. (2008). A new way of developing
semantic differential scales with personal construct
theory. Construction Management and Economics.
26(11): 1213–1226.
D’Agostino, J. V. and VanWinkle, W. H. (2007).
Identifying prepared and competent teachers with
professional knowledge tests. Journal of Personnel
Evaluation in Education. 20(1): 65-84.
George, D. and Mallery, P. (2003). SPSS for Windows step
by step: A simple guide and reference. 11.0 update (4th
ed.). Boston: Allyn & Bacon.
Greenstein, L. (2010). What teachers really need to know
about formative assessment. ASCD.
Hair, J. F., Gabriel, M. and Patel, V. (2014). AMOS
covariance-based structural equation modeling (CBSEM): Guidelines on its application as a marketing
research tool. Brazilian Journal of Marketing. 13(2).
Himawan, M. S. P. K. K. (2016). The development of
Indonesian teacher competence questionnaire. Journal
of Educational, Health and Community Psychology.
5(2): 1-15.
Hurley, A. E., Scandura, T. A., Schriesheim, C. A.,
Brannick, M. T., Seers, A., Vandenberg, R. J. and
Williams, L. J. (1997). Exploratory and confirmatory
factor analysis: Guidelines, issues, and alternatives.
Journal of organizational behavior. 667-683.
Kline, R. B. (2015). Principles and practice of structural
equation modeling. Guilford publications.
Lilliefors, H. W. (1967). On the Kolmogorov-Smirnov test
for normality with mean and variance unknown.
Journal of the American statistical Association.
62(318): 399-402.
Khalid, M., Hashmi, A., Javed, Z., and Javed, I. (2021).
Effect of Teachers’ Advance Knowledge and Pedagogy
Skills on Students’ Academic Performance. Ilkogretim
Online. 20(4): 2009-2014.
Kyriakides, L., Christoforou, C. and Charalambous, C. Y.
(2013). What matters for student learning outcomes: A
meta-analysis of studies exploring factors of effective
teaching. Teaching and teacher education. 36:143-152.
Lipsky, D. K. E. and Gartner, A. E. (1989). Beyond separate
education: Quality education for all. Paul H. Brookes
Publishing.
Ludwikowska, K. (2019), "Teacher competence inventory:
An empirical study on future-oriented competences of
the teaching profession in higher education in India",
Education + Training. Vol. 61 No. 9: 1123-1137.
Marsh, H. W. and Roche, L. A. (1997). Making students'
evaluations of teaching effectiveness effective: The
critical issues of validity, bias, and utility. American
psychologist. 52(11): 1187.
Nessipbayeva, O. (2012). The Competencies of the Modern
Teacher. Bulgarian Comparative Education Society.
Peklaj, C. (2015). Teacher competencies through the prism
of educational research. Center for Educational Policy
Studies Journal. 5(3): 183-204.
Plake, B. S., Impara, J. C. and Fager, J. J. (1993).
Assessment competencies of teachers: A national
survey. Educational Measurement: Issues and Practice.
12(4): 10-12.
Rajput, J. S. and Walia, K. (2001). Reforms in teacher
education in India. Journal of educational change.
2(3):239-256.
Raimundo, R., Carapito, E., Pereira, A. I., Pinto, A. M.,
Lima, M. L. and Ribeiro, M. T. (2012). School social
behavior scales: an adaptation study of the Portuguese
version of the social competence scale from SSBS-2.
The Spanish Journal of Psychology. 15(3):1473-1484.
Shearron, G. F. (1978). Developing and Improving
Instruments for Measuring Competence. Journal of
Teacher Education. 29(2): 18–20.
Singh, R. and Sarkar, S. (2015). Does teaching quality
matter? Students learning outcome related to teaching
quality in public and private primary schools in India.
International Journal of Educational Development.
41:153-163.
Sootipon, J. (2010). The changes of learning world in the
21st Century and development for professional
teachers. World wide web.
Spanierman, L. B., Oh, E., Heppner, P. P., Neville, H. A.,
Mobley, M., Wright, C. V.... and Navarro, R. (2011).
The multicultural teaching competency scale:
Development and initial validation. Urban Education.
46(3): 440-464.Tabachnick, B. G., Fidell, L. S. and Ullman, J. B. (2007).
Using multivariate statistics (Vol. 5). Boston, MA:
pearson. 481-498
Tang, F. I., Chou, S. M. and Chiang, H. H. (2005). Students'
perceptions of effective and ineffective clinical
instructors. Journal of nursing education. 44(4):187-
192.
Tavakol, M. and Dennick, R. (2011). Making sense of
Cronbach's alpha. International journal of medical
education. 2: 53.
Toland, M. D. and De Ayala, R. J. (2005). A multilevel
factor analysis of students’ evaluations of teaching.
Educational and Psychological Measurement. 65(2):
272-296.
Vermunt, J. D. and Verloop, N. (1999). Congruence and
friction between learning and teaching. Learning and
instruction. 9(3): 257-280.
Wentzel, K. R. (1997). Student motivation in middle
school: The role of perceived pedagogical caring.
Journal of Educational Psychology. 89: 411–417
Section
PAMIR One (Preprints)