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Educational and Psychological Measurement
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Factor Analysis of Importance of Teacher Initial Certification Test Competency Ratings by Practicing Florida Teachers

Carolyn Lavely

Institute for Instructional Research and Practice, University of South Florida

Neal Berger

Institute for Instructional Research and Practice, University of South Florida

Joseph Blackman

Institute for Instructional Research and Practice, University of South Florida

Donna Bullock

Institute for Instructional Research and Practice, University of South Florida

John Follman

Institute for Instructional Research and Practice, University of South Florida

Jeff Kromrey

Institute for Instructional Research and Practice, University of South Florida

Hirohide Shibutani

Institute for Instructional Research and Practice, University of South Florida

As part of a job analysis of teaching conducted for the validation of a battery of initial certification subject area tests, 320 practicing Florida elementary teachers rated statements of teacher knowledge and skill for their importance in certification. A factor analysis of these ratings revealed a correlated configuration of factors: general knowledge and skills of teaching; subject-specific knowledge; theory of curriculum, pedagogy, and psychology; applied educational diagnosis and the maximization of achievement; and the professionalism of teaching. The factor structure obtained from the teachers' ratings was conceptually similar to the test blueprint produced by the examination development committee.

Educational and Psychological Measurement, Vol. 50, No. 1, 161-165 (1990)
DOI: 10.1177/0013164490501019
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