Assessment of Teacher Performance in India: Psychometric Validation of the Teacher Perceived Performance Scale.

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Bibliographic Details
Title:	Assessment of Teacher Performance in India: Psychometric Validation of the Teacher Perceived Performance Scale.
Authors:	Padmanabhan, Deepti¹ deepti.padmanabhan@gmail.com, Narad, Anshu²
Source:	International Journal of Special Education. 2026 Special Issue, Vol. 41, p615-625. 11p.
Subject Terms:	Teacher evaluation, Secondary education, Factor analysis, Educational evaluation, Psychometrics, Statistical reliability
Geographic Terms:	India
Abstract:	Teacher performance forms a quintessential basis for measuring effectiveness of the educational system thereby executing a critical part in improving the learning outcome associated with students as also the institutional quality. For assessment of a teacher’s performance various methods/ tools exist yet their efficacy across different cultural paradigms requires corresponding validations. Though Ozturk and Tezcan’s Teacher Perceived Performance Scale (TPPS) provides for a structured model to assess their performance, yet its psychometric properties exploration in Indian context remains a question mark, thus creating gaps in educational context validation. In view of this, the current study was conducted with a purpose to evaluate TPPS reliability and validity among Indian secondary school teachers. Beginning with an initial scale comprising 23 items circulated among a select group of teachers, three items were excluded during the validation process, thereby resulting in a final scale of 20 items being classified into five distinct dimensions: Professional Knowledge(PK), Instructional Design and Application Skills(IDA), Assessment and Evaluation Skills(AES), Attitudes and Values Regarding Human Relations(AVR) and Attitudes and Values Regarding Personal and Professional Development(AVP). Exploratory Factor Analysis(EFA) followed by Confirmatory Factor Analysis(CFA) through JAMOVI(Version2.6.44.0) and SPSS(Version27) was performed evaluating the scale’s psychometric properties. The outcome demonstrated satisfactory factor loadings across all dimensions thereby endorsing the validity of five-factor scale model. Presenting robust internal consistency and CFA results, the scale indicated a favourable model fit confirming the instrument’s construct validity. The TPPS, thus serves as a dependable and well-founded instrument for teacher performance assessment within the framework of Indian educational system. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Teacher performance forms a quintessential basis for measuring effectiveness of the educational system thereby executing a critical part in improving the learning outcome associated with students as also the institutional quality. For assessment of a teacher’s performance various methods/ tools exist yet their efficacy across different cultural paradigms requires corresponding validations. Though Ozturk and Tezcan’s Teacher Perceived Performance Scale (TPPS) provides for a structured model to assess their performance, yet its psychometric properties exploration in Indian context remains a question mark, thus creating gaps in educational context validation. In view of this, the current study was conducted with a purpose to evaluate TPPS reliability and validity among Indian secondary school teachers. Beginning with an initial scale comprising 23 items circulated among a select group of teachers, three items were excluded during the validation process, thereby resulting in a final scale of 20 items being classified into five distinct dimensions: Professional Knowledge(PK), Instructional Design and Application Skills(IDA), Assessment and Evaluation Skills(AES), Attitudes and Values Regarding Human Relations(AVR) and Attitudes and Values Regarding Personal and Professional Development(AVP). Exploratory Factor Analysis(EFA) followed by Confirmatory Factor Analysis(CFA) through JAMOVI(Version2.6.44.0) and SPSS(Version27) was performed evaluating the scale’s psychometric properties. The outcome demonstrated satisfactory factor loadings across all dimensions thereby endorsing the validity of five-factor scale model. Presenting robust internal consistency and CFA results, the scale indicated a favourable model fit confirming the instrument’s construct validity. The TPPS, thus serves as a dependable and well-founded instrument for teacher performance assessment within the framework of Indian educational system. [ABSTRACT FROM AUTHOR]
ISSN:	08273383