ISSN: 2226-6348
Open access
This study aims to validate and evaluate the reliability of the Teacher Competency Instrument (TECOMS) to identify the level of teacher competence in small schools. A total of 10 expert panels were involved in validating this instrument. For that purpose, a questionnaire was distributed to 75 teachers who teach in small schools as respondents in this study. A version of the winsteps software version 5.2.2.0 was used to check the items' reliability and item-respondent isolation, the polarity and suitability of the items measuring constructs, and the standardized residual correlations. It also allows the removal or purification of items based on item polarity, item suitability, and determining values based on standardized residual correlation values. The final analysis found that no items were omitted. The final instrument showed a total of 39 appropriate items used to measure teacher competence constructs. The analysis revealed that these items have a good level of validity and reliability and are suitable for use by teachers in small schools.
Azrilah, A. Z., Saidfudin, M., & Azami, Z. (2013). Fundamentals of the Rasch Measurement Model: Scale Formation & Measurement Structure. Bangi: Universiti Kebangsaan Malaysia Publishers.
Bond, T., & Fox, C. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd). Mahwah, NJ: LEA.
Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model Fundamental Measurement in the Human Sciences. Routledge.
Carroll, A., York, A., Fynes-Clinton, S., Sanders-O'Connor, E., Flynn, L., Bower, J. M., Forrest, K. & Ziaei, M. (2021). The Downstream Effects of Teacher Well-Being Programs: Improvements in Teachers' Stress, Cognition and Well-Being Benefit Their Students. Front Psychol. 1;12:689628.
Davis, L. L. (1992). Instrument review: Getting the most from your panel of experts. Applied Nursing Research. 5, 194-197.
Emil, S., & Sedat, G. (2022). Socioeconomic achievement gaps and the role of school leadership: Addressing within- and between-school inequality in student achievement. International Journal of Educational Research, 112.
Haslinda, H., Noriam, S. Y., & Radzani, M. A. R. (2017). Teacher competence and its relationship to student co-curricular achievement in secondary schools. Education Symposium: The Perspective of Risalah An-Nur (SPRiN2017).
Linacre, J. M. (2002). What do Infit and Outfit, mean-square and standardized mean?. Rasch Measurement Transactions, 16, 878.
Linacre, J. M. (2007). A user’s guide to WINDTEPS Rasch-model computer programs. Chicago, Illinois: MESA Press.
Losius G., Khairuddin, M. A., & Rosy, T. (2018). Teacher pedagogical competence and academic achievement in low-achieving schools. Curriculum Journal, Curriculum Development Division, Ministry of Education Malaysia, Volume 3, 80-91.
Mazdi, M., Jabil, M., & Rosmiza, M. Z. (2014). Peeling dropouts of Orang Asli Malaysian students: A survey into school accessibility issues. Geography: Malaysian Journal of Society and Space. 10 (2), 189-198.
Ministry of Education. (2009). Malaysian Teacher Standards. Putrajaya: Teacher Education Division.
Ministry of Education. (2012). Malaysia Education Blueprint 2013-2025. Putrajaya.
Ministry of Education. (2012). School performance improvement tools for underserved schools. Putrajaya.
Ministry of Education. (2017). MOE professional circular No. 9/2017: Guidelines for the implementation of blended classes with multi -grade teaching and learning for the implementation of blended classes. Putrajaya.
Ministry of Education. Executive summary of underserved school roadmap. Putrajaya.
Ministry of Education. (2019). Minutes of human resource development panel (PPSM) meeting No. 1 of 2019. Putrajaya.
Ministry of Education. (2020). Malaysian Teacher Standard 2.0. Putrajaya: Teacher Professionalism Division.
Ministry of Education. (2021). https://www.moe.gov.my/statistics-menus/statistics-number-school-teachers Downloaded on 15 October 2021.
Kashfi, M. J. (2011). Quick & winstep measurement introduction manual. Measurement and evaluation in education. Faculty of Education of the National University of Malaysia. Bangi.
Najib, M. A. G. (2003). Design of an Educational Survey Questionnaire. Universiti Teknologi Malaysia Skudai.
Nitce I. M. M. (2020). The influence of principals ’instructional leadership practices on teachers’ self-efficacy in Underserved Schools. Doctor of Philosophy Thesis. Universiti Kebangsaan Malaysia.
Normiati & Abdul Said. (2019). The influence of teacher teaching on the quality of teacher teaching. Malaysian Journal of Social Sciences and Humanities (MJSSH), 4 (2), pp. 30-42. doi: 10.47405/mjssh.v4i2.189.
Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing and Health 30: 459-467.
Sharma, R., Sharma, M. S., & Agarwal, P. K. (2021). Effect Of Stress At Workplace And Its Management. The International Journal of Business and Management Research. 11(1), 1-12.
In-Text Citation: (Razali et al., 2023)
To Cite this Article: Razali, M. N. M., Hamid, A. H. A., & Alias, B. S. (2023). Validity and Reliability of The Teacher Competency Instrument (TECOMS) for Small Schools in Malaysia?: Rasch Model Analysis. International Journal of Academic Research in Progressive Education and Development, 12(3), 600–613.
Copyright: © 2023 The Author(s)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode