Development and Validation of Teaching Portfolios Utilization Scale (TPUS)

Abstract

Teaching portfolios have become widely recognized as a significant instrument for reflective practice and professional development and instructional improvement, though their systematic use remains largely unexplored, especially in developing country settings. This study focused to develop and validate the Teaching Portfolios Utilization Scale (TPUS) among the College chapter of Physical Education teachers in Pakistan. Following established scale development procedures, items were generated through literature review and input of practitioners and content validity was established using exit evaluation. After item refinement the final scale consisted of 18 items. Exploratory Factor Analysis on a sample of college Physical Education teachers demonstrated a definite four-factor construct that was verified using an acceptable Kaiser Meyer Olkin value (KMO = 0.781) and a significant Bartlett's Test of Sphericity (kh2 = 600.73, p < .001). Confirmatory Factor Analysis on an independent sample suggested good model fit (kh2/df= 2.48, CFI = .921, TLI= .912, RMSEA = .061, SRMR = .052). Convergent and discriminant validity was demonstrated and reliability analysis indicated satisfactory internal consistency (a = .83). The results indicate that TPUS is a valid and reliable tool to measure the awareness of teaching portfolio use among the college Physical Education teachers of Pakistan.

Keywords: Physical Education teachers, teacher workload, scale development, validity and reliability, organizational support.