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ERIC Number: ED562727
Record Type: Non-Journal
Publication Date: 2014
Pages: 8
Abstractor: ERIC
Reference Count: 8
A Study Examining the Dimensionality of Core Competencies Measure in Teacher Preparation Programs: Challenges and Lessons
Kizil, Ruhan Circi; Briggs, Derek; Seidel, Kent; Green, Kathy
Society for Research on Educational Effectiveness
The evidence that teacher preparation programs have an impact on teacher quality is often limited. Progress in research on this topic will remain rather limited in its influence on practice until more proximal measures of teacher education outcomes can be established. The dearth of variables to measure the impact of teacher preparation programs on teacher skills constitutes a measurement problem. As a part of a three year Institute of Education Sciences (IES)-funded project, the big picture motivating questions for the present study are as follows: (1) What is the best characterization of the dimensional structure of the core competencies (CC) survey?; and (2) How does the choice of dimensional structure change inferences about differences in quality among teacher preparation programs in Colorado? This study utilized data collected from all teacher preparation programs in Colorado. There are two groups of self-selected participants in this study: novice teachers in their first three years of teaching (graduates); and respondents just completing their preparation programs at the time of survey administration (candidates). A total of 648 graduates from 18 programs responded to at least some portion of the graduate survey, and a total of 355 candidates from 13 programs responded to at least some portion of the candidate survey. Both surveys were administered using the survey software Qualtrics via the internet. Three approaches are used for exploring dimensional structure: (1) exploratory factor analysis (EFA); (2) confirmatory factor analysis (CFA); and (3) bi-factor analysis. Findings show the following: (1) on the basis of a purely exploratory approach, an argument can be advanced for collapsing CCs into an overall composite; (2) on the basis of a confirmatory approach, an argument can be advanced for reporting 8 dimensions; (3) the bi-factor approach can be seen as a compromise between the first two approaches; and (4) the consequence of decisions made about how to represent the dimensional structure of the instrument such that each different outcome measure lead to different results. Tables are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Colorado
IES Funded: Yes