Developing and Validating a Student-Rated Instructional Intelligence Scale for University Teachers in Khyber Pakhtunkhwa, Pakistan

Abstract

Evaluation by students is one of the valuable means to assess teaching in universities, and surprisingly there has been only a few psychometric analyses of student ratings measures which are based on the notion of instructional intelligence. This study investigated the internal structure, reliability, and item performance of a 30-item student rating scale containing six hypothesized factors: tactics, skills, organizers, strategies, concepts, and classroom management. The research design employed was cross-sectional survey and followed the principle of scale development. Data were collected from 400 students (250 from a public university and 150 from a private university) in Khyber Pakhtunkhwa, Pakistan. The sampling adequacy was satisfactory (KMO = .897; Bartlett's χ²(435, N = 400) = 7,991.42, p < .001). Twenty-seven items loaded above .50 on their corresponding component. Fourteen items had secondary loadings above .30. Internal consistency was high (Cronbach's α = .936). There were no differences between sector (d = 0.07) or gender (d = -0.02) groups regarding total scores. The structure was interpretable mostly. Revision is required for items IO2, IO4, IO5, and ST1. The next steps are confirmatory and invariance analyses on independent sample.