Designing and Validating a Tool for Measuring Teachers’ Perception: A Methodological Contribution to Performance Based Teacher’s Licensing Framework Development

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Published: Jun 30, 2025
DOI: https://doi.org/10.70580/jwb.06.01.0271
Keywords:
Teacher’s Certification, Performance-based evaluation, Key performance indicators , Scale Development, Pakistan

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Bushra Mustafa Kamal
Hamadard University Islamabad Campus, Pakistan.
https://orcid.org/0009-0000-0316-3006
Azhar Mumtaz Saadi
IBADAT International University Islamabad, Pakistan.
https://orcid.org/0009-0003-3164-1003

Abstract

Teacher licensing is recognized as a mechanism for improving the quality of education by ensuring accountability, professionalism, and continuous teacher development. However, in Pakistan, no standardized licensing system currently exists nation-wide. A validated instrument to measure teacher performance for licensing purposes has been lacking. This study aimed to develop and validate a tool to measure perception of teachers about performance-based evaluation that could inform the development of a framework for initiating a teacher licensing system. Guided by theoretical frameworks of Messick and DeVellis, the tool was designed through an extensive literature review and expert consultation, followed by assessment of content validity using the Content Validity Index (CVI). Expert feedback led to the removal of redundant items, revision of unclear items, and addition of contextually relevant items. The revised tool was pilot-tested with 100 elementary school teachers (Urban Boys and Girls, Rural Boys and Girls), yielding a 53% response rate,  which is considered acceptable for pilot validation studies. Reliability testing using Cronbach’s alpha confirmed acceptable internal consistency, while Principal Component Analysis (PCA) established construct validity. The five-factor structure explained 67.4% of the total variance, capturing constructs of perceptions of licensing, performance aspects, role of management, anticipated challenges in implementation, and recommendations for successful adoption. The findings validate a statistically robust and contextually grounded tool that can serve as a foundation for developing a licensing framework in Pakistan. This contributes to the broader discourse on teacher accountability and quality enhancement, offering policymakers a reliable instrument to initiate evidence-based teacher licensing reform.

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How to Cite
Kamal, B. M., & Saadi, A. M. (2025). Designing and Validating a Tool for Measuring Teachers’ Perception: A Methodological Contribution to Performance Based Teacher’s Licensing Framework Development. Journal of Workplace Behavior, 6(1), 106–125. https://doi.org/10.70580/jwb.06.01.0271
Issue
Vol. 6 No. 1 (2025): Journal of Workplace Behavior (JoWB)
Section
Articles
Author Biographies

Bushra Mustafa Kamal, Hamadard University Islamabad Campus, Pakistan.

Bushra Mustafa Kamal is currently serving as Lecturer in the Department of Education at Hamdard University, Islamabad Campus. She is also pursuing her PhD in Education Planning and Management with a research focus on Framework development on performance based Teacher’s Licensing System. With experience in teaching courses at the BEd level and supervising classroom-based research projects, she has developed expertise in Educational Management, Teacher Training, and Classroom Practices. Her academic and research interests include Teacher Performance, Professional Development, Quality Assurance in Higher Education, Workload Management, and Reflective Practices in Teaching. She has been actively engaged in academic quality enhancement processes at Hamdard University and has participated in workshops and conferences on 21st-century skills, critical thinking, and educational leadership. Through her teaching, research, and academic contributions, Ms. Kamal aims to bridge the gap between theory and practice in teacher education, while fostering a culture of professional growth and reflective practice among educators.

Azhar Mumtaz Saadi, IBADAT International University Islamabad, Pakistan.

Dr. Azhar Mumtaz Saadi is currently serving as the Chairperson of Department of Education at Ibadat International University, Islamabad. He earned his PhD in Education (Instructional Supervision & Teacher Education) from the University of Education, Lahore, under an HEC scholarship. Over the span of four decades, he has served in several academic and administrative positions.  He served Allama Iqbal Open University, Islamabad, as Assisstant Professor and also led MPhil/PhD programs in Educational Planning and Leadership. His research interests lie primarily in Educational Management, Instructional Supervision, Teacher Education, and Leadership Development. Dr. Saadi has authored over 25 publications in reputable national and international journals and has successfully supervised numerous MS/MPhil and PhD theses. He is also an active member of various academic boards and professional associations, including the American Educational Research Association (AERA). Through his research, publications, and mentorship, Dr. Saadi continues to make significant contributions to the field of education in Pakistan, inspiring and shaping the next generation of scholars and practitioners.