Development and validation of a scale on teacher’s competence in action research

2020 IJRSE – Volume 9 Issue 6

Available Online: 28 September 2020


Cortes, Sylvester*
Cebu Technological University, Philippines (

Pineda, Hedeliza
Cebu Technological University, Philippines (

Geverola, Immar Jun
Alaska Night High School, Cebu City Division, Department of Education, Philippines (


The Philippine Qualifications Framework (PQF) directs the Commission on Higher Education (CHED) to lay out policies, standards, and guidelines for higher education academic programs, and help basic education teachers by providing them with appropriate professional development (PD) programs. One of the programs referred is training them to reflect on their professional practices by means of action research (AR). However, issues concerning impact evaluation of these PD programs have been raised. This study thus aims to develop a valid and reliable self-report scale to measure competence of teachers in conducting an AR project as one of the tools for impact evaluation. To do so, a scale called TCAR was developed according to constructs of Johnson’s (2008) Model of AR. The validity and reliability of the scale were established by examining responses of 166 AR practitioners who are teachers from basic education program. Factor Analysis was performed and confirmed the hypothesized model of AR of which the percentage of variance explained by the scale is 78.161. It retained 54 items which are distributed in seven subscales generated, namely: analyzing and presenting AR data, reflecting on and communicating results, planning an AR project, integrating ethics, selecting topic for professional growth, integrating technology in writing literature, and integrating technology in analyzing data. The Cronbach’s alpha was also computed as a measure of internal consistency for the whole scale which results to .988. Thus, findings of this study provide significant evidence for the validity and reliability of TCAR.

Keywords: action research; action research practitioners; competence; scale development; self-report



Cite this article:
Cortes, S., Pineda, H., & Geverola, I. J. (2020). Development and validation of a scale on teacher’s competence in action research. International Journal of Research Studies in Education, 9(6), 77-85.

*Corresponding Author