Abstract

This article presents the validation of the Effective Teaching in Secondary Education Questionnaire (ETSEQ). Schools require reliable and practical tools to understand the internal workings of their institution. The purpose of the questionnaire is to evaluate teaching practices based on the theoretical framework of teaching quality. The survey is based on the Productive Pedagogies framework. The final questionnaire includes six categories: Instructional Core, Relationship Teacher Student, Cooperative Methodology, Resources to Motivate Learning, In-depth Knowledge, and Acceptance of Diversity. The questionnaire demonstrates acceptable psychometric data in reliability and factor correlation, making it a suitable tool for use in secondary schools.

Keywords

References

• Agbo, A. A. (2010). Cronbach's alpha: review of limitations and associated recommendations. Journal of Psychology in Africa, 20(2), 233-239. https://doi.org/10.1080/14330237.2010.10820371
• Aithal, A. & Aithal, P. (2020). Development and validation of survey questionnaire & experimental data – a systematical review-based statistical approach. International Journal of Management, Technology, and Social Sciences, 5(2), 233-251. https://doi.org/10.2139/ssrn.3724105
• Allan, J. (2004). Productive pedagogies and the challenge of inclusion. British Journal of Special Education, 30(4), 175–179. https://doi.org/10.1111/j.0952-3383.2003.00307.x
• Anand, G., Atluri, A., Crawfurd, L., Pugatch, T. & Sheth, K. (2023). Improving school management in low and middle income countries: A systematic review. Economics of Education Review, 97, 102464. https://doi.org/10.1016/j.econedurev.2023.102464
• Álvarez-Álvarez, C., Sánchez-Ruiz, L., Sarabia-Cobo, C. & Montoya-del Corte, J. (2022). Validation of a questionnaire to interaction assessment in university teaching. Revista de Docencia Universitaria, 20(1), 145-160. https://doi.org/10.4995/redu.2022.15918
• Atanasoska, T. (2023). Being a ‘good’ teacher in changing times: the example of (North) Macedonia. Revista Internacional de Educación y Análisis Social Crítico, 1(2), 34-55. https://doi.org/10.51896/easc.v1i2.332
• Bature, I. J., & Atweh, B. (2020). Mathematics teachers’ reflection on the role of productive pedagogies in improving their classroom instruction. International Journal of Educational Methodology, 6(2), 319-335. https://doi.org/10.12973/ijem.6.2.319
• Bature, I. J., & Atweh, B. (2016). Achieving quality mathematics classroom instruction through productive pedagogies. International Journal of Educational Methodology, 2(1), 1-18. https://doi.org/10.12973/ijem.2.1.1
• Brinia, V., Selimi, P., Dimos, A., & Kondea, A. (2022). The impact of communication on the effectiveness of educational organizations. Education Sciences, 12, 170. https://doi.org/10.3390/educsci12030170
• Capinding, A. (2023). Construction and validation of mathematical satisfaction questionnaire: an exploratory and confirmatory factor analysis. Problems of Education in the 21st century, 81(3), 327-339. https://doi.org/10.33225/pec/23.81.327
• Castillo, E. (2020). A neoliberal grammar of schooling? how a progressive charter school moved toward market values. American Journal of Education, 126(4), 519–547.
• Cavanaugh, J. & Neath, A. (2019). The Akaike information criterion: Background, derivation, properties, application, interpretation, and refinements. WIRES, Computational Statistics, 11(3), 1460. https://doi.org/10.1002/wics.1460
• Chapman, C., Reynolds, D., Muijs, D., Sammons, P. Stringfield, S. & Teddlie, C. (2016). Educational effectiveness and improvement research and practice: The emergence of the discipline. In C. Chapman, D. Muijs, D. Reynolds, P. Sammons, & C. Teddlie (Eds.), The international handbook of educational effectiveness and improvement: research, policy, and practice (pp. 1-24). Routledge.
• City, E. A., Elmore, R., Fiarman, S. E. & Teitel, L. (2009). Instructional rounds in education: a network approach to improving teaching and learning. Harvard Education Press.
• Cortes, S., Pineda, H. & Geverola, I. (2021). A confirmatory factor analysis of Teacher’s Competence in Action Research (TCAR) questionnaire. Advanced Education, 8(19), 103–113. https://doi.org/10.20535/2410-8286.241148
• Elliot, J. (2012). Are performance indicators educational quality indicators? In V. Various,
• Routledge Library Editions: Education (pp. 63-75). Routledge. https://doi.org/10.4324/9780203125526
• Elmore, R. (2010). Mejorando la escuela desde la sala de clases [Improving school from the classroom]. Área de Educación Fundación Chile.
• Ergin, I., Kaplan, F. & Korkmaz, A. (2021). Teachers and school administrators’ perceptions of characteristics of an effective school: A study of Anatolian high schools (exam-based entrance high schools) in Turkey. South African Journal of Education, 41(4), Article 1961. https://doi.org/10.15700/saje.v41n4a1961
• Espinosa, A., Datukan, J. T., Butron, B. R. & Tameta, A. D. C. (2018). Perceptions of pre-service chemistry teachers on the utilization of productive lesson study as a framework for teaching and learning. International Journal for the Scholarship of Teaching and Learning, 12(1), Article 9. https://doi.org/10.20429/ijsotl.2018.120109
• Eugene, D. R. (2020). A multilevel model for examining perceptions of school climate, socioeconomic status, and academic achievement for secondary school students. Journal of Education for Students Placed at Risk, 25(1), 79-99. https://doi.org/10.1080/10824669.2019.1670067
• Fallon, G. (2024). Investigating pedagogical, technological, and school factors underpinning effective ‘critical thinking curricula’ in K-6 education. Thinking Skills and Creativity, 51, 101447. https://doi.org/10.1016/j.tsc.2023.101447
• Fernández-García, C.-M., Inda-Caro, M., Maulana, R. & Torío-López, S. (2022). Teaching behaviours under observation: an instrument for assessing teaching quality in Spain. Cultura y Educacion, 34(2), 466-513. https://doi.org/10.1080/11356405.2022.2039537
• Forbes, J., McCartney, E., McKean, C., Laing, K., Cockerill, M., & Law, J. (2019). Co/productive practitioner relations for children with SLCN: an affect inflected agentic frame. Discourse: Studies in the Cultural Politics of Education, 40(6), 859-872. https://doi.org/10.1080/01596306.2018.1451303
• Adamson, F., & Galloway, M. (2019). Education privatization in the United States: Increasing saturation and segregation. Education Policy Analysis Archives, 27(129), 4857. https://doi.org/10.14507/epaa.27.4857
• Gatz, E. & Akiva, T. (2024). Education networks for deeper learning. Journal of Educational Administration, 62(1), 91-102. https://doi.org/10.1108/JEA-02-2023-0043
• González-Berruga, M. A. (2021). Perception of Secondary Education teachers on teaching quality in Albacete region. Revista De La Facultad De Educación De Albacete, 36(1), 87–103. https://doi.org/10.18239/ensayos.v36i1.2667
• Gördel, B. & Huber, S. G. (2023). School reform policy and governance in germany between national and transnational expectations: with outlooks on Austria and Switzerland. In J. B. Krejsler & L. Moos (Eds.), School policy reform in Europe (pp. 71-91). Springer.
• Gouëdard, P., Kools, M. & George, B. (2023). The impact of schools as learning organisations on teachers’ self-efficacy and job satisfaction: a cross-country analysis. School Effectiveness and School Improvement, 34(3), 331-357. https://doi.org/10.1080/09243453.2023.2196081
• Grützmacher, L., Vieluf, S. & Hartig, J. (2021). Are questionnaire scales which measure non-cognitive constructs suitable as school effectiveness criteria? A measurement invariance analysis. School Effectiveness and School Improvement, 32(3), 430-447. https://doi.org/10.1080/09243453.2021.1903511
• Gupta, A. (2018). How neoliberal globalization is shaping early childhood education policies in India, China, Singapore, Sri Lanka, and the Maldives. Policy Futures in Education, 16(1), 11-28. https://doi.org/10.1177/1478210317715796
• Hall, D. (2023). England: neo-liberalism, regulation and populism in the educational reform laboratory. In J. B. Krejsler & L. Moos (Eds.), School Policy Reform in Europe (pp. 47-79). Springer.
• Hall, D., Grimaldi, E., Gunter, H., Møller, J., Serpieri, R. & Skedsmo, G. (2015). Educational reform and modernisation in Europe: The role of national contexts in mediating the new public management. European Educational Research Journal, 14(6), 487- 507. https://doi.org/10.1177/1474904115615357
• Hanushek, E. A., & Raymond, M. E. (2005). Does school accountability lead to improved student performance? Journal of Policy Analysis and Management, 24(2), 297–327. https://doi.org/10.1002/pam.20091
• Hayes, A. F. & Coutts, J. J. (2020). Use Omega rather than Cronbach’s Alpha for estimating reliability. But…. Communication Methods and Measures, 14(1), 1-24. https://doi.org/10.1080/19312458.2020.1718629
• Hayes, D., Mills, M., Christie, P. & Lingard, B. (2006). Teachers & schooling making a difference. Allen & Unwin.
• Hunkins, N., Kelly, S., D'Mello, S. (2022). Beautiful work, you're rock stars!: Teacher analytics to uncover discourse that supports or undermines student motivation, identity, and belonging in classrooms. In A. F. Wise, R. Martinez-Maldonado, & I. Hilliger (Eds.), ACM international conference proceeding series (pp. 230–238). Association for Computing Machinery. https://doi.org/10.1145/3506860.3506896
• Inda-Caro, M., Maulana, R., Fernández-García, C.-M., Peña-Calvo, J. V., Rodríguez-Menéndez, M.C. & Helms-Lorenz, M. (2019). Validating a model of effective teaching behaviour and student engagement: perspectives from Spanish students. Learning Environments Research, 22(2), 229–251.
• Johnson, W. L., Johnson, A. M. & Johnson, J. W. (2018). The three generations of effective schools research [Paper presentation]. Annual Meeting of the Science Teachers Association of Texas.
• Jordan, F. (2021). Valor de corte de los índices de ajuste en el análisis factorial confirmatorio [Cut-off value of the fit indices in the confirmatory factor analysis]. PSOCIAL, Revista de Investigación en Psicología Social, 7(1), 66-71.
• Kim, J. (2018). School accountability and standard-based education reform: The recall of social efficiency movement and scientific management. International Journal of Educational Development, 60, 80–87. https://doi.org/10.1016/j.ijedudev.2017.11
• Kokkinou, E. & Kyriakides, L. (2022) Investigating differential teacher effectiveness: searching for the impact of classroom context factors. School Effectiveness and School Improvement, 33(3), 403-430. https://doi.org/10.1080/09243453.2022.2030762
• Krejsler, J. B & Moos, L. (2023). School policy reform in Europe. Springer.
• Ledesma, R., Ferrando, P. & Tosi, J. (2019). The use of exploratory factor analysis in RIDEP: Guidelines for authors and reviewers. Associação Iberoamericana de Diagnóstico e Avaliação Psicológica, 3(52), 173-180. https://doi.org/10.21865/RIDEP52.3.13
• Leiva, M. V. & Pasqual, M. (2023). Políticas de Evaluación y Accountability en América Latina [Evaluation and accountability policies in Latin America]. Altazor.
• Li, C. H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavioural Research Methods, 48, 936–949. https://doi.org/10.3758/s13428-015-0619-7
• Lingard, B., Hayes, D. & Mills, M. (2003). Teachers and productive pedagogies: contextualising, conceptualising, utilising. Pedagogy, Culture & Society, 11(3), 399-424. https://doi.org/10.1080/14681360300200181
• López-de-Arana, E., Aramburuzabala, P. & Opazo, H. (2020). Design and validation of a questionnaire for self-assessment of university service-learning experiences. Educación 21, 23(1), 319-347. https://doi.org/10.5944/educXX1.23834
• Luengo, J. & Saura, G. (2013). La performatividad en la educación. La construcción del nuevo docente y el nuevo gestor performativo [Performativity in education. The construction of the new teacher and the new performative manager]. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 11(3), 139-153.
• Martínez-Gregorio, S. & Oliver, A. (2022). Measuring entrepreneurship intention in secondary education: validation of the entrepreneurial intention questionnaire. Journal of Psychoeducational Assessment, 40(4) 499–513. https://doi.org/10.1177/07342829211069222
• Marzano, A. & Calvani, A. (2020). Evidence based education and effective teaching: How to integrate methodological and technological knowledge into teacher training. Journal of Educational, Cultural and Psychological Studies, 22, 125–141.
• Masry-Herzallah, A. (2022). Teachers’ perceived effectiveness in online teaching during Covid-19 crisis: Comparing Jewish/Arab teachers in Israel. International Journal of Instruction, 15(3), 649-676. https://doi.org/10.29333/iji.2022.15336a
• Matas, A. (2018). Diseño del formato de escalas tipo Likert: un estado de la cuestión [Designing the Likert-type scale format: a state of the question]. Revista Electrónica de Investigación Educativa, 20(1), 38-47. https://doi.org/10.24320/redie.2018.20.1.1347
• Mills, M. & Goos, M. (2011). Productive pedagogies in the mathematics classroom: Case studies of quality and equity. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp. 479-491). Springer.
• Mills, M. & Keddie, A. (2013). Redistribution, recognition, and representation: working against pedagogies of indifference. Pedagogy, Culture and Society, 21(3), 427-447. https://doi.org/10.1080/14681366.2013.809373
• Mills, M., Goos, M., Keddie, A., Honan, E., Pendergast, D., Gilbert, R., Nichols, K., Renshaw, P. & Wright, T. (2009). Productive pedagogies: a redefined methodology for analysing quality teacher practice. The Australian Educational Researcher, 36(3) 67-87. https://doi.org/10.1007/BF03216906
• Mpungose, J. E. & Ngwenya, T. H. (2018). School leadership and accountability in managerialist times: implications for south african public schools. Education and Change, 21(3), 1374. https://doi.org/10.17159/1947-9417/2017/1374
• Nayernia, A., Nosrati, R., & Mohebbi, H. (2022). The factors contributing to language teachers’ effectiveness in an EFL learning context: A questionnaire validation study. Profile: Issues in Teachers’ Professional Development, 24(2), 63–79. https://doi.org/10.15446/profile.v24n2.93571
• Neath, A. & Cavanaugh, J. (2012). The Bayesian information criterion: background, derivation, and applications. WIRES, Computational Statistics, 4(2), 199. https://doi.org/10.1002/wics.199
• Neeraja, R. (2024). A learning community of reflective teachers: from whispers to resonance. Taylor & Francis. https://doi.org/10.4324/9781032671734
• Nwadinigwe, P., Okoli, C. & Seidu, J. (2020). Construction and validation of an instrument for evaluating teaching quality in Ogun State Secondary Schools, Nigeria. International Journal of Educational Research, 7(1), 197125. https://www.ajol.info/index.php/ijer/article/view/197125
• Okitsu, T. & Edwards, D. B. (2017). Policy promise and the reality of community involvement in school-based management in Zambia: Can the rural poor hold schools and teachers to account? International Journal of Educational Development, 56, 28-41. https://doi.org/10.1016/j.ijedudev.2017.07.001
• Parcerisa, L. (2016). Modernización conservadora y privatización en la educación: el caso de la LOMCE y la Nueva Gestión Pública [Conservative modernisation and privatisation in education: the case of LOMCE and New Public Management]. Revista Educación, Política Y Sociedad, 1(2), 11–42. https://doi.org/10.15366/reps2016.1.2.001
• Preston, C., Goldring, E., Guthrie, J. E., Ramsey, R. & Huff, J. (2016). Conceptualizing essential components of effective high schools. Leadership and Policy in Schools, 16(4), 525-562. https://doi.org/10.1080/15700763.2016.1205198
• Rodríguez-Martínez, C., Guzmán-Calle, E., & Martín-Alonso, D. (2022). Políticas educativas de privatización en España y su impacto en la equidad [Privatisation education policies in Spain and their impact on equity]. Archivos Analíticos de Políticas Educativas, 30(115), 6865. https://doi.org/10.14507/epaa.30.6865
• Rojas-Torres, L. (2020). Robustez de los índices de ajuste del análisis factorial confirmatorio a los valores extremos [Robustness of confirmatory factor analysis fit indices to outliers]. Revista de Matemática: Teoría y operaciones, 27(2), 383–404. https://www.scielo.sa.cr/pdf/rmta/v27n2/1409-2433-rmta-27-02-383.pdf
• Sánchez-Tarazaga, L. & Ferrández-Berrueco, R. (2022). Validación de un cuestionario de competencias docentes para el profesorado de Educación Secundaria [Validation of a teaching competences questionnaire for secondary school teachers]. Tendencias Pedagógicas, 39, 95-105. https://doi.org/10.15366/tp2022.39.008
• Scheerens, J. (2016). Educational effectiveness and ineffectiveness. Springer.
• Tuamsuk, K., Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., & Traiyarach, S. (2023). Key success factors for transforming classrooms into learning communities in digital learning ecosystem at secondary schools in Thailand. Contemporary Educational Technology, 15(2), ep426. https://doi.org/10.30935/cedtech/13065
• Uslu, F. & Çelik, U. (2021). Secondary school teachers’ effective school perception: the role of school culture and teacher empowerment. International Journal of Progressive Education, 17(5), 332-344. https://doi.org/10.29329/ijpe.2021.375.21
• Verger, A., Fontdevila, C., & Zancajo, A. (2018). Constructing low-fee private schools as an educational model for the global south: From local origins to transnational. In A. Verger, M. Novelli & H. K. Altinyelken (Eds.), Global education policy and international development: New agendas, issues, and policies (pp. 255-276). Bloomsbury Publishing.
• Wilkins, C., Gobby, B. & Keddie, A. (2020). The neoperformative teacher: school reform, entrepreneurialism and the. pursuit of educational equity. British Journal of Educational Studies, 69(1), 27–45. https://doi.org/10.1080/00071005.2020.1739621
• Yada, T. & Savolainen, H. (2023) Principal self-efficacy and school climate as antecedents of collective teacher efficacy. School Effectiveness and School Improvement, 34(2), 209-225. https://doi.org/10.1080/09243453.2023.2170425
• Yang, W., Xu, P., Liu, H. & Li, H. (2022). Neoliberalism and sociocultural specificities: a discourse analysis of early childhood curriculum policies in Australia, China, New Zealand, and Singapore. Early Child Development and Care, 192(2), 203-219. https://doi.org/10.1080/03004430.2020.1754210

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.