Design and Validation of an Instrument to Evaluate the Innovative Competence Profile of University Teachers

Abstract

There is not much research that attempts to define, design methodological proposals and validate tools for the study of the innovative competence profile of university teachers. The present work aims to prepare a technically and theoretically sound questionnaire to assess it, which includes the technical characteristics necessary for any good measurement instrument, especially the validation of the construct. In this sense, after designing and developing the content validity through expert judgment, it was applied to 1,404 professors from universities in Bolivia, Spain and Mexico. Subsequently, its reliability and construct validity were analyzed through Structural Equation Modeling. The results obtained show excellent reliability, both in the total questionnaire and in its dimensions (Cronbach's alpha=0.982) and an EFA (oblique/Promax) of 9 consistent, unipolar and robust factors, with 70.265% of total variance explained. Finally, the CFA gave a fairly parsimonious and highly satisfactory final measurement model (CFI=0.910; RMSEA=0.053; Hoelter=305; PRATIO=0.937). In conclusion, it can be affirmed that we have contributed to the field of science with a valid and reliable questionnaire to measure the innovative competence profile of university teachers.