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Keywords

teacher effectiveness, educational policy, teacher education, teacher survey

Abstract

First-Year Teacher Surveys (FYTS) are essential for evaluating teacher preparation programs (TPPs), providing crucial feedback from recent graduates about their training and readiness for real-world teaching. This study focuses on Missouri’s FYTS, utilizing Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to investigate the survey's factor structure and its alignment with the state's nine teaching standards. The study sample consisted of 1,424 first-year teachers who completed the FYTS during the 2023 academic year. EFA revealed eight distinct factors, largely corresponding to the original standards, while CFA results supported the multidimensional factor structure with significant item loadings. Although model fit indices indicated areas for potential refinement, overall findings affirm the survey’s construct validity. The high response rates and alignment with professional standards underscore the survey's utility for accountability and program improvement. Recommendations include enhancing item clarity and exploring additional refinements to improve model fit. The study discusses implications for practice, emphasizing the need for continuous evaluation of TPPs and the utilization of survey data to inform program improvements. Future research should explore longitudinal impacts of TPP enhancements and validate the FYTS in diverse contexts. The FYTS can serve as a model for other states in implementing effective TPP assessments.

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Digital Object Identifier (DOI)

https://doi.org/10.25035/mwer.37.01.08

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