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Validation of Teacher Competency Questionnaire (TCQ) in Indian Context

Author

Listed:
  • Sourav Choudhury
  • Vijay Kumar Chechi

Abstract

Educators perform a cardinal part in the impartation of quality education. Teacher competence and itsenhancement has humongous significance in forming the new terrain of the twenty-first century whichdemands holistic development. The investigators have validated the Teacher Competence Questionnaire(TCQ) by Meicky Shoreamanis Panggabean and Karel Karsten Himawan (2016) in Indian context, which wasdeveloped to measure teacher competence. It follows a Likert-scale rating format with Student Assessmentsof Teachers (SETs) method. The tool has 42 items across five dimensions- Professional Knowledge (5 items),Professional Skills (17 items), Personal Characteristics (8 items), Personal Ethical Standards and Values (7items), and Professional Development and Lifelong Learning (5 items). Based on a sample of 350 seniorsecondary students (56% males; 44% females) across four districts in the state of West Bengal, India, analysiswas conducted through descriptive statistics such as Mean, Median and Test of normality, Kaiser-MeyerOlkin (KMO) Test, Bartlett’s Test of Sphericity (BTS), Confirmatory Factor Analysis (CFA) and Cronbach’sAlpha using AMOS v26 and SPSS v23. The empirical evidence determined an excellent fit of the retained 23items in final version with a Cronbach’s alpha coefficient of 0.661, and can be utilized in the Indian contextto measure competence of the teacher.

Suggested Citation

  • Sourav Choudhury & Vijay Kumar Chechi, 2024. "Validation of Teacher Competency Questionnaire (TCQ) in Indian Context," SPAST Reports, SPAST Foundation, vol. 1(1).
    • Handle: RePEc:bps:jspath:v:1:y:2024:i:1:id:4787
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