Đo lường các yếu tố ảnh hưởng đến việc tham gia các hoạt động phát triển chuyên môn của giáo viên Khoa học tự nhiên ở Việt Nam: Xây dựng và kiểm định thang đo
Tóm tắt
Given the significance of professional development for lower secondary science teachers, identifying the factors influencing their participation in such activities tailored to the Vietnamese educational context is necessary. This study aims to develop and validate a questionnaire as a scale to evaluate the factors influencing science teachers’ decisions to engage in professional development. A mixed-method approach, combining both qualitative and quantitative methods, was employed to construct the measurement scale. The questionnaire items were initially generated through a comprehensive literature review and then refined via focus group discussions. To ensure the reliability and validity of the scale, data were collected from 404 science teachers with previous experience in professional development activities. After Exploratory Factor Analysis (EFA) had revealed eight factor groups, confirmatory Factor Analysis (CFA) was subsequently conducted to validate the factor structure. The questionnaire consisting of 55 observed variables would be used to enhance the understanding of the challenges faced by teachers when participating in professional development activities.
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