Validation Instrument for Measuring Teacher Attitudes and Motivation Toward Student-Centered Learning-Based Curriculum in Timor-Leste

Mariano Dos Santos

doi:10.58737/jpled.v5i3.562

Authors

Mariano Dos Santos Instituto Católico para a Formação de Professores (ICFP) Baucau

DOI:

https://doi.org/10.58737/jpled.v5i3.562

Keywords:

Instrument Validation, Teacher Motivation, Student-Centered Learning

Abstract

This study aims to develop and validate a measurement instrument assessing teachers’ attitudes and motivation toward the implementation of a Student-Centered Learning (SCL)-based curriculum in primary schools in Timor-Leste. Employing a quantitative approach, the research involved 200 teachers from 15 schools that had adopted the SCL curriculum. Data were collected through a survey designed to evaluate teachers’ perceptions regarding the benefits of SCL, the challenges encountered, and the support received from educational institutions. An Exploratory Factor Analysis (EFA) was conducted to identify the underlying factor structure of the instrument items. This analysis helped determine the optimal number of factors and categorized the items based on distinct dimensions. Following EFA, a Confirmatory Factor Analysis (CFA) was performed to validate the alignment of the items with pre-established theoretical constructs, ensuring the instrument’s validity and reliability. The results indicate that teachers' attitudes and motivation toward SCL vary, with a majority expressing a positive outlook on the curriculum, recognizing its potential to enhance student engagement. Nevertheless, concerns remain regarding the lack of sufficient resources and professional training to effectively implement SCL strategies. These findings highlight the critical role of positive teacher attitudes and strong motivation in the successful implementation of SCL, where teachers serve as key facilitators in the learning process. By producing a valid and reliable instrument, this research provides valuable empirical data on the factors influencing SCL implementation in Timor-Leste. The outcomes are expected to inform policymakers and contribute to improving education quality through more targeted and supportive measures for teachers in developing country contexts.

Downloads

Download data is not yet available.

References

Al., M. et. (2023). Teacher Attitudes and Motivation: The Role of Support in SCL Implementation.

Almulla, M. A., & Al-Rahmi, W. M. (2023). Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability. Sustainability (Switzerland), 15(5). https://doi.org/10.3390/su15053978

Amin, S., Utaya, S., Bachri, S., Sumarmi, & Susilo, S. (2020). Effect of problem-based learning on critical thinking skills and environmental attitude. Journal for the Education of Gifted Young Scientists, 8(2), 743–755. https://doi.org/10.17478/jegys.650344

Bris, A., Wang, T. Y. H., Zatzick, C. D., Miller, D. J. P., Fern, M. J., Cardinal, L. B., Gregoire, D. A., Shepherd, D. A., Westphal, J. D., Shani, G., Troster, C., Van Quaquebeke, N., Lanaj, K., Hollenbeck, J. R., Ilgen, D. R., Barnes, C. M., Harmon, S. J., Feldman, E. R., DesJardine, M. R., … Sangiorgi, F. (2021). KNIGHTS, RAIDERS, AND TARGETS - THE IMPACT OF THE HOSTILE TAKEOVER - COFFEE,JC, LOWENSTEIN,L, ROSEACKERMAN,S. JOURNAL OF BANKING & FINANCE, 37(1).

Carneiro. (2020). Teachers’ Attitudes and Motivation in Implementing SCL-Based Curriculum in Timor-Leste: A Study of Elementary Schools.

Cassity, E., Wong, D., Wendiady, J., & Chainey, J. (2023). Teacher Development Multi-Year Study Series. Vanuatu: Final Report. https://doi.org/10.37517/978-1-74286-729-8

Daniela, I., & Ecaterina, V. (2023). Teachers’ Attitudes To Inclusion Scale Validation Questionnaire. Proceedings of 10th International Conference Education, Reflection, Development (ERD 2022), 24 June 2022, Cluj-Napoca, Romania, 6, 583–594. https://doi.org/10.15405/epes.23056.53

Doménech-Betoret, F., Gómez-Artiga, A., Abellán-Roselló, L., & Rocabert-Beút, E. (2020). MOCSE Centered on Students: Validation of Learning Demands and Teacher Support Scales. Frontiers in Psychology, 11(October), 1–14. https://doi.org/10.3389/fpsyg.2020.582926

Gonzalez-Cacho, T., & Abbas, A. (2022). Impact of Interactivity and Active Collaborative Learning on Students’ Critical Thinking in Higher Education. Revista Iberoamericana de Tecnologias Del Aprendizaje, 17(3). https://doi.org/10.1109/RITA.2022.3191286

Hidayat, R., Idris, W. I. W., Qudratuddarsi, H., & Rahman, M. N. A. (2021). Validation of the Mathematical Modeling Attitude Scale for Malaysian Mathematics Teachers. Eurasia Journal of Mathematics, Science and Technology Education, 17(12). https://doi.org/10.29333/EJMSTE/11375

Janke, S., Bardach, L., Oczlon, S., & Lüftenegger, M. (2019). Enhancing feasibility when measuring teachers’ motivation: A brief scale for teachers’ achievement goal orientations. Teaching and Teacher Education, 83, 1–11. https://doi.org/10.1016/j.tate.2019.04.003

Katawazai, R. (2021). Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges. Heliyon, 7(5), e07076. https://doi.org/10.1016/j.heliyon.2021.e07076

Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: a systematic review of the literature. In Smart Learning Environments (Vol. 10, Issue 1). Springer. https://doi.org/10.1186/s40561-023-00280-8

Martín-Del-Pozo, M., Muñoz-Repiso, A. G. V., & Martín, A. H. (2019). Video games and collaborative learning in education? A scale for measuring in-service teachers’ attitudes towards collaborative learning with video games. Informatics, 6(3), 1–13. https://doi.org/10.3390/informatics6030030

Mishin, I. N. (2022). Implementation of Project Activities in the System of Student-Centered Learning. Vysshee Obrazovanie v Rossii, 31(3). https://doi.org/10.31992/0869-3617-2022-31-3-140-151

Ngeno, B., Mwoma, T., & Mweru, M. (2021). Teachers’ Attitude in Implementation of the Competence-Based Curriculum in Primary Schools in Kericho County. East African Journal of Education Studies, 3(1), 116–129. https://doi.org/10.37284/eajes.3.1.342

Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92. https://doi.org/10.1016/j.tate.2020.103064

Owen, S., & Wong, D. (2021a). Timor-Leste: reforming the education system through school leader capacity building and school-based teacher professional development. Asia Pacific Journal of Education, 41(1), 198–214. https://doi.org/10.1080/02188791.2020.1775551

Owen, S., & Wong, D. (2021b). Timor-Leste education: supporting sustainable system-wide reform and school leader capacity-building through collaborative foreign aid. Journal of Educational Change, 22(3), 379–400. https://doi.org/10.1007/s10833-020-09397-w

Payton, C., Kumar, G. S., Kimball, S., Clarke, S. K., AlMasri, I., & Karaki, F. M. (2022). A Logic Model Framework for Planning an International Refugee Health Research, Evaluation, and Ethics Committee. Health Promotion Practice, 23(5), 852–860. https://doi.org/10.1177/15248399211035703

Pedagog, У. (2021). Педагогика және психология /педагогика и психология /pedagog у and psychology. 2(47).

Pešková, K., Spurná, M., & Knecht, P. (2019). Teachers’ acceptance of curriculum reform in the Czech Republic: One decade later. Center for Educational Policy Studies Journal, 9(2), 73–97. https://doi.org/10.26529/cepsj.560

Pinto, L., Kellen, P. B., & Soares, A. (2023). The Effect of Leadership Style and Work Environment on Employee Performance at Sacred Heart of Jesus, Becora, Dili, Timor-Leste: The Mediating Role of Work Motivation. Journal of Digitainability, Realism & Mastery (DREAM), 2(12), 37–59. https://doi.org/10.56982/dream.v2i12.167

Quinn, M. (2023). Implementing Curriculum “More or Less” in Timor-Leste. International Journal on Studies in Education, 5(4), 476–495. https://doi.org/10.46328/ijonse.148

Quinn, M., & Buchanan, J. (2022). “A contribution to my country”: professional lives of teachers in Timor-Leste. Asia Pacific Journal of Education, 42(3), 497–512. https://doi.org/10.1080/02188791.2021.1880370

Sangadji, K., Sangadji, B., & Kisno. (2022). Teacher Professional Practical Training Module for Teachers Assistant in Guiding Practice Students in Managing Learning. Journal of Education Technology, 6(3), 531–541. https://doi.org/10.23887/jet.v6i3.45996

Silva, R., Farias, C., & Mesquita, I. (2021). Challenges faced by preservice and novice teachers in implementing student-centred models: A systematic review. European Physical Education Review, 27(4), 798–816. https://doi.org/10.1177/1356336X21995216

Supermane, S., Tahir, L. M., & Aris, M. (2018). Transformational Leadership in Teacher Education. International Journal of Academic Research in Business and Social Sciences, 8(3). https://doi.org/10.6007/ijarbss/v8-i3/3925

Ulker, V., & Ali, H. F. (2023). Inquiry-Based Learning Implementation: Students’ Perception and Preference. International Journal of Social Sciences & Educational Studies, 10(2). https://doi.org/10.23918/ijsses.v10i2p220