Background. Education is considered essential in all parts of the world, including Indonesia. Therefore, many efforts are being made in Indonesia to improve the quality of education. One of the most visible effort is the increasing budget for education. However, this great increase in budget doesn’t mean great improvement of education quality in Indonesia. Based on data, education quality in Indonesia still needs improvement. One way to improve education quality in Indonesia is having effective teachers, as teachers are said to be the determinants of academic success. To become an effective teacher, a teacher should have certain characteristics that include adaptability, enthusiasm, fairness, high expectations, good humor, patience, responsibility, agreeableness, caring, friendliness, honesty, and respectfulness. From those characteristics of effective teacher, lack of teacher enthusiasm is seen as one of the primary causes of teacher’s ineffectiveness in Indonesia. For the purpose of teacher’s development, we decided to construct a measure of teacher’s enthusiasm, called Skala Antusiasme Guru (SAG) in Indonesia. This study aims to constructs a test that is internally consistent, valid to measure teacher's enthusiasm, have well-functioning items, and norm to interpret the score.

Methods. The participants were middle school teachers in 15 schools in Jabodetabek area (N=299) that were recruited using convenience non-probability sampling method. This study used Cronbach's alpha for reliability test; used convergent evidence, internal consistency, and confirmatory factor analysis for validity tests; used item discrimination, proportion of endorsement, and factor loading for item analysis. Lastly, SAG's norms are set using within-group norms. The scale used for this study is Skala Antusiasme Guru (SAG), which has two subscales, one measures subject enthusiasm dimension while the other measures teacher enthusiasm dimension, and consists of 20 final items. The item format of SAG is selected-response format with 6 point Likert scale, that is Sangat Setuju (SS), Setuju (S), Agak Setuju (AS), Agak Tidak Setuju (ATS), Tidak Setuju (TS), dan Sangat Tidak Setuju (STS). The scoring for favorable items is STS scored as 1, TS scored as 2, ATS scored as 3, AS scored as 4, S score as 5, and SS scored as 6. For unfavorable items, the score is reversed.

Results. The result of the study showed that SAG has good internal consistency (α=0,886). SAG was proven valid to measure teacher's enthusiasm through several construct validity tests, such as correlation with general self-efficacy scale (r=0,379, p<0,01 for subject enthusiasm dimension, r=0,575, p<0,01 for teaching enthusiasm dimension). The result of validity test using internal consistency showed that SAG and its dimensions are valid to measure teacher enthusiasm based on the correlation between each subtest with SAG’s total score. Moreover, through construct validity test with confirmatory factor analysis, Skala Antusiasme Guru also proven to be valid to measure teacher’s enthusiasm as it has a good fit with the existing theoretical model (GFI= 0,93; RMSEA= 0,089). Results of the study also showed that Skala Antusiasme Guru consists of 20 items with adequate discrimination index and factor loading, even though the majority of items in SAG have not been able to elicit an evenly distributed response. Lastly, norm in Skala Antusiasme Guru is set using within-group norms with scaled score method (M=10; SD=3).

Conclusions. Based on the results of the research, it is known that the Skala Antusiasme Guru is internally consistent, validly measure teacher's enthusiasm, has items that can differentiate individuals, and has norm to interpret scores. However, items in SAG have not been able to elicit evenly distributed responses.

Added-values. In the future, hopefully, this SAG test could be used for teacher evaluation and development purposes. If the teacher who is enthusiastic and less enthusiastic can be distinguished, then the teacher who is less enthusiastic could be evaluated further and be given training. Evaluation and training that are given will be helpful for supporting teacher's development to become better. Therefore the teacher could be better at teaching, and their students could also get better academic results. Evaluation and training for the less enthusiastic teachers will support the improvement of quality and competence in teachers, which is the main determinant of educational success. That way, the quality of education in Indonesia will also increase.

Keywords: teacher, teacher enthusiasm, psychological test-construction

Word count: 684