Psychometric Evaluation of the Self-Directed Learning Instrument Among Rural Middle School Teachers

• In Event: Building Reliable Tools: Psychometric Validation in Teaching and Learning Contexts

Abstract

This study examined the validity of an adapted Self-Directed Learning Instrument (SDLI) for use in professional learning contexts. The SDLI was administered to 362 teachers from 31 schools in 11 school districts. The analytic approach was two-fold: exploratory and confirmatory factor analyses. Results revealed varying levels of psychometric strength across three four-factor models of the SDLI: (a) one retaining all 20 items, (b) one using a ≥ .40 factor loading threshold, and (c) one using a ≥ .50 threshold. The most robust model included only items with the ≥ .50 threshold, offering stronger construct validity. Findings suggest that, with careful adaptation, the SDLI serves as a more reliable, valid tool for measuring teacher beliefs and capabilities in SDL environments.

Authors

• Jui-Teng Li, Appalachian State University

• Jason Snyder, Appalachian State University

• Tyrel Winebarger, Appalachian State University

• Rachel Shepherd, Appalachian State University

• Corinne Smith, Appalachian State University

• James Beeler, Appalachian State University

• Erin K. West, Appalachian State University