Exploratory Factor Analysis of Action Research Capability Scale (ARC-SCALE) for Teachers

Abstract

In a period where evidence-based teaching practices are increasingly valued, action researches serve as a potent method for teachers to systematically investigate and improve their instructional strategies. However, the absence of a uniform assessment tool poses challenges in gauging teachers’ proficiency in this domain. Henceforth, this study established the validity and reliability of the Action Research Capability Scale (ARC-Scale) for teachers, which aims to measure the action research capability of teachers, specifically anchored to the prescribed elements of DepEd Order No. 16, s. 2017 in action research writing. The scale was subjected to refinement phases and assessment of psychometric properties, particularly content validity, internal consistency, and factor structure. Through proportional allocation sampling, the scale was pilot tested to a total of 374 select elementary and secondary teachers in the Division of Tuguegarao City. The study has generated 43 items with an acceptable content validity. Also, the scale had a very high internal consistency as measured by Cronbach’s alpha (0.987). Lastly, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to explore the factor structure of the scale. Results from the EFA revealed that the eight-factor model developed by Unicruz et. al (2023) had five items with low loading values; therefore, were progressively deleted. Overall, both EFA and CFA have supported the eight-factor structure of the ARC-Scale. Hence, ARC-Scale is a valid and reliable instrument to measure the action research capability of teachers.