Implementing Assessment Policy: Considering the Bifactor Teachers' Satisfaction Criterion

The study examined teachers’ general satisfaction and specific satisfactions in implementing assessment policy. First it confirmed the validity of a four-factor teacher’s satisfaction construct. Next it identified the best-fitting measure of teacher’s satisfaction among four theoretically viable mea...

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Main Authors:	Nordin, Mohamad Sahari, Tunku Ahmad, Tunku Badariah, Ibrahim, Mohd Burhan, Abu Libdeh, Enas Saied
Format:	Article
Language:	English
Published:	Horizon Research Publishing Corporation 2019
Subjects:	L Education (General)
Online Access:	http://irep.iium.edu.my/78978/ http://irep.iium.edu.my/78978/ http://irep.iium.edu.my/78978/ http://irep.iium.edu.my/78978/1/UJERS7-19590690.pdf

id	iium-78978
recordtype	eprints
spelling	iium-789782020-02-25T02:23:30Z http://irep.iium.edu.my/78978/ Implementing Assessment Policy: Considering the Bifactor Teachers' Satisfaction Criterion Nordin, Mohamad Sahari Tunku Ahmad, Tunku Badariah Ibrahim, Mohd Burhan Abu Libdeh, Enas Saied L Education (General) The study examined teachers’ general satisfaction and specific satisfactions in implementing assessment policy. First it confirmed the validity of a four-factor teacher’s satisfaction construct. Next it identified the best-fitting measure of teacher’s satisfaction among four theoretically viable measures, namely a uni-dimension satisfaction construct, four-factor construct, second-order factor construct, and a bi-factor measure that comprised general and specifics factors. Finally, the study tested whether teachers’ agreement with the implementation of nation-wide assessment policy related to the best-fitting satisfaction model, which was the bi-factor model. A total of 2,374 teachers nested in 300 randomly selected schools in Malaysia were surveyed using a 15-item instrument. The results supported the hypotheses that the four-factor measure was adequate to explain the variability of teachers’ responses to the satisfaction items, the bi-factor model was the best-fitting model, and teachers’ endorsement of the implementation of assessment policy supported the teachers’ general satisfaction, satisfaction towards workload, and satisfaction towards pay and benefits. Horizon Research Publishing Corporation 2019 Article PeerReviewed application/pdf en http://irep.iium.edu.my/78978/1/UJERS7-19590690.pdf Nordin, Mohamad Sahari and Tunku Ahmad, Tunku Badariah and Ibrahim, Mohd Burhan and Abu Libdeh, Enas Saied (2019) Implementing Assessment Policy: Considering the Bifactor Teachers' Satisfaction Criterion. Universal Journal of Educational Research 7(10A): 35-41, 7 (10A). pp. 35-41. ISSN 2332-3205 E-ISSN 2332-3213 http://www.hrpub.org/journals/jour_info.php?id=95 DOI: 10.13189/ujer.2019.071707
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	L Education (General)
spellingShingle	L Education (General) Nordin, Mohamad Sahari Tunku Ahmad, Tunku Badariah Ibrahim, Mohd Burhan Abu Libdeh, Enas Saied Implementing Assessment Policy: Considering the Bifactor Teachers' Satisfaction Criterion
description	The study examined teachers’ general satisfaction and specific satisfactions in implementing assessment policy. First it confirmed the validity of a four-factor teacher’s satisfaction construct. Next it identified the best-fitting measure of teacher’s satisfaction among four theoretically viable measures, namely a uni-dimension satisfaction construct, four-factor construct, second-order factor construct, and a bi-factor measure that comprised general and specifics factors. Finally, the study tested whether teachers’ agreement with the implementation of nation-wide assessment policy related to the best-fitting satisfaction model, which was the bi-factor model. A total of 2,374 teachers nested in 300 randomly selected schools in Malaysia were surveyed using a 15-item instrument. The results supported the hypotheses that the four-factor measure was adequate to explain the variability of teachers’ responses to the satisfaction items, the bi-factor model was the best-fitting model, and teachers’ endorsement of the implementation of assessment policy supported the teachers’ general satisfaction, satisfaction towards workload, and satisfaction towards pay and benefits.
format	Article
author	Nordin, Mohamad Sahari Tunku Ahmad, Tunku Badariah Ibrahim, Mohd Burhan Abu Libdeh, Enas Saied
author_facet	Nordin, Mohamad Sahari Tunku Ahmad, Tunku Badariah Ibrahim, Mohd Burhan Abu Libdeh, Enas Saied
author_sort	Nordin, Mohamad Sahari
title	Implementing Assessment Policy: Considering the Bifactor Teachers' Satisfaction Criterion
title_short	Implementing Assessment Policy: Considering the Bifactor Teachers' Satisfaction Criterion
title_full	Implementing Assessment Policy: Considering the Bifactor Teachers' Satisfaction Criterion
title_fullStr	Implementing Assessment Policy: Considering the Bifactor Teachers' Satisfaction Criterion
title_full_unstemmed	Implementing Assessment Policy: Considering the Bifactor Teachers' Satisfaction Criterion
title_sort	implementing assessment policy: considering the bifactor teachers' satisfaction criterion
publisher	Horizon Research Publishing Corporation
publishDate	2019
url	http://irep.iium.edu.my/78978/ http://irep.iium.edu.my/78978/ http://irep.iium.edu.my/78978/ http://irep.iium.edu.my/78978/1/UJERS7-19590690.pdf
first_indexed	2023-09-18T21:51:08Z
last_indexed	2023-09-18T21:51:08Z
_version_	1777413776712138752

Implementing Assessment Policy: Considering the Bifactor Teachers' Satisfaction Criterion

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