Social competence assessment instrument for proficient teachers

Abstract

This study aims to develop, validate, and test the reliability of a social competency assessment instrument for proficient teachers in Indonesia. The development method adopts the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) stages. Based on the analysis of teacher competency model documents, seven statement items were formulated using three social competency indicators representing the core abilities of proficient teachers. These items were validated by six experts and pilot-tested on teachers from various educational levels. Content validity results showed that all items were valid with Aiken-V values between 0.78 and 1.00. Intraclass correlation (ICC) analysis revealed an increase in inter-rater consistency from the validation stage to the revalidation stage, indicating high rater reliability (0.870). In the construct testing using CB-SEM, all items met the validity and reliability criteria, with loading factors of 0.765-0.930, Cronbach’s alpha of 0.798-0.895, composite reliability of 0.796-0.898, and AVE of 0.670-0.779. Discriminant validity was achieved (0.818-0.883), and the goodness-of-fit test showed a reasonable to very good model (SRMR = 0.032; NFI = 0.960; TLI = 0.934; CFI = 0.965). The Mann-Whitney U test showed no significant differences based on gender (p> 0.05). Thus, this instrument has been demonstrated to be valid, reliable, and inclusive, making it suitable for use in evaluating the social competence of proficient teachers in Indonesia.