Xây dựng và kiểm định thang đo đánh giá hiệu quả phát triển chuyên môn giáo viên Khoa học xã hội tại Việt Nam
Tóm tắt
Teacher professional development (TPD) is widely recognised as a key lever for improving teaching quality and enhancing student learning outcomes. However, in developing countries, the effectiveness of TPD programmes remains uneven due to various contextual and systemic barriers. In this context, the lack of evaluation instruments that are sensitive to cultural characteristics and implementation realities has become a significant research gap. Therefore, this study aimed to develop and validate the Teacher Professional Development Effectiveness Scale (TPD-ES) for the Vietnamese context. The scale development process consisted of three stages: (1) reviewing the literature and generating initial measurement items; (2) content validation; and (3) data collection and psychometric analysis. The study involved 382 lower secondary social science teachers in Vietnam. Following Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), the final TPD-ES consisted of 24 items across three factors: (1) TPD Programme Design; (2) Sustainable TPD Support; and (3) Professional Competence and Effectiveness. The scale demonstrated high reliability (α = 0.849-0.972) and good model fit indices (CFI = 0.947; TLI = 0.940; RMSEA = 0.077; SRMR = 0.047). The TPD-ES is a valid and contextually appropriate instrument for evaluating teacher professional development in Vietnam, contributing to the monitoring and improvement of large-scale TPD programmes by educational authorities and teacher education institutions.
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