Behavioural Model for Measuring Teachers’ Qualities in Uganda: Rasch Analysis

Abstract

The purpose of this study was to develop a behavioral frequency measure of teacher quality for upper primary schools (i.e., grades 5 to 7) in Uganda. The main research questions addressed the following: What are the psychometric properties of a newly developed measure of teacher quality in Uganda? The study utilized a descriptive survey design, and on the basis of purposive technique, 36 teachers revealed information through the study questionnaire and interview guides. Using Rasch modeling, the results rendered a 38-question measure focusing on four domains (1) teacher planning and preparation, (2) classroom environment, (3) teacher instruction, and (4) teacher professional ethics. It was found that the 38-item Teacher Quality Measure (TQM) produced acceptable psychometric properties (e.g., Coefficient α = 0.88). The study concluded that a psychometrically sound behavioural model of teacher quality can be developed for teachers in Uganda.