Confirmatory Factor Analysis of a Teacher Active Learning Competency Model in Primary Schools under the Suphan Buri Primary Educational Service Area Office, Thailand
DOI:
https://doi.org/10.63236/ijmar.2.1.3Keywords:
confirmatory factor analysis, abilities in active learning, exploratory sequentialAbstract
Although active learning has been widely promoted, there remains a lack of an empirically validated measurement model of teachers' ability in active learning within the context of Thai basic education. This study aimed to examine the confirmatory components of teachers’ active learning competency under the Suphan Buri Primary Educational Service Area Office. An exploratory sequential mixed-methods design was employed. The qualitative phase involved in-depth interviews with seven experts, including educational administrators, supervisors, school administrators, and teachers. The quantitative phase involved 258 teachers selected through stratified random sampling. Data were collected using a five-point rating-scale questionnaire. Qualitative data were analyzed through content analysis, while quantitative data were analyzed using confirmatory factor analysis (CFA). The qualitative findings identified four components of teachers’ active learning competency: (a) planning and designing active learning, (b) management of active learning, (c) using media to support active learning, and (d) measuring and evaluating active learning. The quantitative findings confirmed that the measurement model was consistent with the empirical data: Chi-square = 54.48, df = 41, p = 0.07743, χ²/df = 1.329, GFI = 0.97, AGFI = 0.93, CFI = 1.000, SRMR = 0.016, and RMSEA = 0.036. All four components showed high factor loadings, indicating that the model demonstrated construct validity and can be appropriately used as a framework for assessing teachers’ active learning competency.
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