Constructing and Developing a Scale for Assessing Language Teachers' Performance in Integrating Reflective Thinking Skills within Primary Reading Learning Environments

Authors

  • Rommel Mahmoud AlAli

    The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia
  • Ali Ahmad Al-Barakat

    1. Faculty of Educational Sciences, Yarmouk University, Irbid 21163, Jordan; 2. Department of Education, University of Sharjah, Sharjah 27272, United Arab Emirates

DOI:

https://doi.org/10.30564/fls.v6i6.7744
Received: 12 November 2024 | Revised: 22 November 2024 | Accepted: 26 November 2024 | Published Online: 6 December 2024

Abstract

The study employed a multi-phase design to construct and validate a scale for assessing language teachers' performance in integrating reflective thinking within primary reading environments. The research began with a literature review to identify relevant dimensions and indicators for reflective thinking in reading instruction. In the first phase, a pilot test with 200 teachers was conducted to evaluate the scale's validity and reliability through both qualitative and quantitative feedback, leading to refinements in the scale. The second phase involved a larger study with 800 teachers, using Rasch model analysis and confirmatory factor analysis (CFA) to validate the scale’s structure. Rasch analysis ensured internal consistency, while CFA confirmed alignment with theoretical constructs. The findings showed strong psychometric properties, with high internal reliability and validity, indicating that the scale accurately measures teachers' ability to integrate reflective thinking in reading instruction. The validated scale provides a reliable tool for evaluating teachers' performance, helping identify professional development needs. This tool enables schools to support teachers in enhancing their practices, ultimately improving student outcomes in reading comprehension and critical thinking. The scale fosters a supportive learning environment, contributing to better educational outcomes and preparing students for future challenges.

Keywords:

Assessing; Reading Learning; Teachers' Performance; Reflective Thinking Skills; Learning Environments

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How to Cite

AlAli, R. M., & Al-Barakat, A. A. (2024). Constructing and Developing a Scale for Assessing Language Teachers’ Performance in Integrating Reflective Thinking Skills within Primary Reading Learning Environments. Forum for Linguistic Studies, 6(6), 194–210. https://doi.org/10.30564/fls.v6i6.7744

Issue

Vol. 6 , Iss. 6 (December 2024)

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Article

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.