How Does Teacher Continues Professional Development Practices Help Teachers To Become Competent? Validating Models: A Structural Equation Modeling Approach

Abstract

Abstract This study aimed to validate the instrument of teacher continuous professional development practices (TCPD) and teacher competence to become a quality educator. The instruments were divided into five main dimensions for TCPD and seven dimensions for teacher competence use confirmatory factor analysis (CFA). The study utilized a cross-sectional design involving 383 primary and secondary school teachers selected through stratified random sampling from eastern coastal states in Malaysia. The instrument for this study used a seven-point Likert scale. The hypothesis was tested with a measurement model using IBM SPSS SEM-AMOS version 24.0. Items identified as having low factor loadings were dropped. This finding indicates that the final measurement model is compatible with the data obtained. This model meets the requirements of reliability and constructs validity, convergent validity and discriminant validity. In conclusion, this measurement model could measure the degree of TCPD and the competency level of teachers in order to become a quality educator. The findings of this study have implications for the importance of professional development as ongoing growth which plays a crucial role in student turn over.