Abstract
The purpose of this study was to develop and validate a Self-assessment Instrument for Teacher Evaluation (SITE II) based
on five National Professional Standards for Teachers developed by the Ministry of Education, Pakistan: subject matter
knowledge, instructional planning and strategies, assessment, learning environment, and effective communication. The data
were collected from 279 English and mathematics teachers of grade 10 in 40 public boys’ and girls’ high schools in district
Okara who self-evaluated their performance on five teacher performance components. The overall reliability of the
questionnaire was found high (α=.94). The SITE II factor structure was discovered through exploratory factor analysis.
Confirmatory factor analyses provided evidence of construct validity of the questionnaire. Significant positive relationship
was found between teachers’ scores on self-evaluation questionnaire and their students’ achievement (n= 7245) in English as
well as in mathematics. The findings suggest that the questionnaire is valid and efficient tool for measuring components of
teacher self-assessment. Teachers can use this scale for evaluation of their won teaching and take remedial actions. Mentors
and supervisors can use it for diagnostic purpose and designing professional development courses for teachers.
Muhammad Akram, Sally J. Zepeda. (2015) Development and Validation of a Teacher Self-assessment Instrument, Journal of Research and Reflections in Education, Volume 9, Issue 2.
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