From insight to measurement: A self-assessment tool development for entry-level teachers’ instructional competence

Abstract

This research addresses the critical need for assessing and enhancing instructional competence among entry-level teachers through the development of a quantitative self-assessment tool. The study follows best practices, employing Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and reliability testing with a sample of 1000 teachers. The resulting six-factor model includes effective lesson planning and development, alignment with educational and career goals, collaboration and stakeholder engagement, classroom management and leadership, well-being and stress management, and student engagement and passion, validated through CFA with a statistically significant fit. The scale development involves defining constructs, expert opinions, and rigorous statistical analyses, demonstrating high internal consistency in reliability testing. This study offers valuable insights into entry-level teachers’ instructional competence, recommending the refinement of the scale, integration into training programs, and prioritization of ongoing professional development. Suggestions for longitudinal impact research and context-specific exploration will deepen understanding. Overall, this research lays a strong foundation for improving teacher induction programs and enhancing the effectiveness of entry-level educators in diverse educational settings.

Keywords

• assessment tool
• entry-level teachers
• factor analysis
• instructional competence
• scale development
• self-assessment