Validity and reliability of a questionnaire on primary and secondary school teachers' perception of teaching a competence-based curriculum model

Abstract

The aim of this study is to develop a scale to measure primary and secondary school teachers' perception of a competence-based curriculum model in Spain. After reviewing the literature, we designed an initial questionnaire with 37 five-point Likert-type items. This was then reviewed by a panel of experts. A pilot test was conducted with 100 participants using exploratory factor analysis. This resulted in a final scale with 23 items across five factors (beliefs about the theoretical model, level of implementation of the model, difficulties in implementing the model, resources and professional development). To verify, using new data, the level of fit of the measurement model generated by the first sample, we conducted an exploratory factor analysis, and, subsequently, a confirmatory factor analysis with structural equations on a sample of 1408 respondents. Acceptable levels of internal consistency and model fit were obtained. The result is a scale which is rapidly and easily administered. It demonstrates good criterion validity in explaining teachers' beliefs about the competence-based curriculum model, and thus reveals teachers' perceptions of the impact of this curricular reform.