Development and validation of instrument on beliefs of teaching functions and practices among lecturers

Abstract

Lecturers’ beliefs are developed throughout their life and are influenced by various factors, including events, experiences, and other people. Teaching reforms require changes in lecturers’ beliefs about teaching and practices for continuing professional development especially amongst community colleges’ lecturers in Yemen. This study is targeted to investigate on how beliefs can be engaged to teaching functions and practices. The main objectives of this study were to identify the constructs of the lecturers’ beliefs on teaching functions and the constructs of the lecturers’ teaching practices, the relationship between lecturers’ beliefs on teaching functions and practices, and propose a hypothetical framework of beliefs on teaching functions and practices. This study utilized mixed method design. The population of this study was the lecturers of community colleges in Yemen. The sample of this study was 103 lecturers who answered the questionnaires, followed by 25 lecturers who responded to the interview questions. The construct validity of the instruments to measure Lecturers’ Beliefs on Teaching Functions and Lecturers’ Teaching Practices was tested using the Rasch Model measurement. The relationship between lecturers’ beliefs on teaching functions and practices was tested using Structural Equation Modeling. The qualitative data was analyzed using inductive thematic analysis and NVivo software. The findings showed that eight constructs of the lecturers’ beliefs on teaching functions, and five constructs of the lecturers’ teaching practices had satisfactory construct validation. There was a significant and positive relationship between Lecturers’ Beliefs on Teaching Functions and Lecturers’ Teaching Practices. Based on the findings, a hypothetical framework on beliefs for teaching functions and teaching practices was recommended for use in enhancing professionalism amongst community colleges’ lecturers.