A Construct Validity Study of a Measure of Pre-Service Teachers' Micro-Teaching Performance

Abstract

The purpose of the present study was to examine the construct validity of an instrument used tomeasure the micro-teaching performance of teacher candidates by their supervisor teachers. To serve thispurpose, this study employed an exploratory factor analysis and a parallel analysis in addition to a finalconfirmatory factor analysis conducted with two different samples of supervisor teachers who rated pre-serviceteachers’ performance. Overall, 477 mentor teachers participated in this study. The current results revealed astrong one-factor structure accompanied by high reliability statistics, which is in line with earlier research andtheoretical insights. The identified one factor can be named as teaching effectiveness as measured by theparticipating mentor teachers.