Assessment of Teacher Performance in India: Psychometric Validation of the Teacher Perceived Performance Scale.
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| 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] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195177043 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Assessment of Teacher Performance in India: Psychometric Validation of the Teacher Perceived Performance Scale. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Padmanabhan%2C+Deepti%22">Padmanabhan, Deepti</searchLink><relatesTo>1</relatesTo><i> deepti.padmanabhan@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Narad%2C+Anshu%22">Narad, Anshu</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p615-625. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+reliability%22">Statistical reliability</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 615 Subjects: – SubjectFull: Teacher evaluation Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Factor analysis Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Psychometrics Type: general – SubjectFull: Statistical reliability Type: general – SubjectFull: India Type: general Titles: – TitleFull: Assessment of Teacher Performance in India: Psychometric Validation of the Teacher Perceived Performance Scale. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Padmanabhan, Deepti – PersonEntity: Name: NameFull: Narad, Anshu IsPartOfRelationships: – BibEntity: Dates: – D: 09 M: 01 Text: 2026 Special Issue Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 41 Titles: – TitleFull: International Journal of Special Education Type: main |
| ResultId | 1 |
