Constructing and validating a measured instrument of teachers' professional independence with an exploratory factor analysis approach

Subject Areas :

fariba glehdari ¹ , soheila hossainpour ² , Rafigh Hasani ³

1 - PhD candidate in Educational Management, Sanandaj branch, Islamic Azad University, Sanandaj, Iran
2 - Assistant professor of the Department of Educational Sciences. Faculty of Humanities, Sanandaj. Iran
3 - Assistant Professor, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.

Received: 2024-05-28 Published : 2025-09-20

Keywords: Constructing and validating, instrument, teachers&#039, professional independence, exploratory factor analysis.,

Abstract :

Introduction: The present research was conducted with the purpose of investigating the validity and validity of the components of teachers' professional independence. research methodology: Quantitative research method of exploratory and socio-statistical type included all teachers and principals of primary school in Lorestan province, 5597 people. The sample size of 744 people was selected using available cluster sampling method. The data collection tool is a researcher-made questionnaire with 41 questions, which was designed from a semi-structured interview with experts, managers and experienced teachers. The questionnaire has six components of freedom of action in educational matters, professional ethics, content determination, commitment to independent professional development, developmental beliefs and professional interaction inside and outside the classroom. The validity of the questionnaire was confirmed by a number of experts in the field of professional independence and its reliability was estimated at 0.94. For data analysis, exploratory factor analysis with spss software was used to determine the main factors and validate the exploratory factors with the help of Amos software. Findings: The results showed that the factors of commitment to independent professional development with 0.96, development beliefs with 0.88, professional interaction inside and outside the classroom with 0.82, freedom of action in educational affairs with 0.73, content determination With 0.64 and professional ethics with 0.59 respectively, they had the highest standard coefficient and the highest factor loading in predicting teachers' professional independence. Confirmatory factor analysis showed that the measurement model has good fit and good validity. Conclusion: As one of the most important elements of the education system, teachers need to have professional independence so that they can fulfill their duties with a sense of value. Therefore, it is necessary to create characteristics of professional independence in them.