Construct Validity of Teaching Practice Assessment Instrument: A CFA Approach at ICFP Baucau

Mariano Dos Santos; Ahmad; Habib Ratu Perwira Negara

doi:10.59890/ijasr.v3i11.126

Authors

Mariano Dos Santos Instituto Católico para a Formação de Professores (ICFP) Baucau
Ahmad Bumigora University
Habib Ratu Perwira Negara Bumigora University

DOI:

https://doi.org/10.59890/ijasr.v3i11.126

Keywords:

Confirmatory Factor Analysis, Validity of Constructs, Educational Evaluation

Abstract

This study aims to examine the construct validity of the Teaching Practice Assessment Instrument, focusing on the “Preparation for Teaching” component, using the Confirmatory Factor Analysis (CFA) approach. Data were collected from 350 teacher education students participating in internship programs at the Instituto Católico para a Formação de Professores (ICFP) Baucau, Timor-Leste. The model was estimated using the Maximum Likelihood (ML) method with the NLMINB algorithm and achieved convergence after 28 iterations. The results indicated a good model fit (χ²/df = 2.039, RMSEA = 0.054, CFI = 0.979, TLI = 0.958, SRMR = 0.029). All indicators showed significant factor loadings (0.429–0.721) and moderate to strong determination coefficients (R² = 0.184–0.520). These findings confirm that the “Preparation for Teaching” instrument is valid and reliable for assessing preservice teachers’ readiness for classroom instruction. Further research is recommended to refine the indicators and examine measurement invariance across different internship stages

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