Background

Education is an integral part of the development and growth of all countries, including Indonesia. The mandate of education implementation in Indonesia is written in the 1945 Constitution of the Republic of Indonesia, promising education to all Indonesian. Therefore, the government is in continous efforts to increase the quantity and quality of teachers, which serves an essential element in education. The government improves teacher's quality by requiring teachers to have necessary qualifications, such as personality competence. This competency could support his/her role as a teacher. However, there are challenges that teachers face, as changes occur in the form of curriculum changes, teachers’ transfers to schools or other areas, as well as differences in student characteristics of each generation. Based on that phenomenon, teachers need to have certain characteristic to be able to manage the dynamic of their working field, which is adaptability. Teachers with better adaptability tend to have students with higher achievement. Study shows adaptability has a positive correlation with agreeableness. In this study, researcher decided to construcy a Teacher’s Adaptability Test to measure adaptability, especially in secondary school teacher.

Methodology

The data was collected in 15 high schools located in Jakarta, Bogor, Depok, Tangerang, and Bekasi. The total participants of the study were 290 people. There were two instruments used in this study,  the Teacher’s Adaptability (TA) test and Big Five Inventory. TA test consist of 37 items with 6-point likert scale and will be eliminated until 24 items. Big Five Invetory used to measure agreeableness. To test the reliability of Teacher’s Adaptability (TA) measurement, researchers use Alpha Cronbach. Reliability test in TA also uses standard error of measurement (SEM). Testing the content validity is done by using expert judgment and legibility test. The construct validity that we used is evidence of homogeneity, convergent evidence, and factor analysis.

Results

Reliability testing  using Alpha Cronbach revealed that the alpha coefficient for TA test was 0.896 (M = 174.31, SD = 17,807). This means that 89,6% of observed scores were obtained from the true variance score and 10,4% was variance error, like content sampling and content heteroginity. The result of construct validity test shows that there is a significant positive correlation between TA and agreeableness (r = 0,215, p <.01). The results of the first order CFA testing show that the RMSEA score is 0.062 (smaller than 0.1), GFI is 0.87 (smaller than 0.90), and CFI 0.97 (greater or equal with 90). It can be concluded that the items were valid to measure teacher’s adaptability construct. Based on the results of the item discrimination test, 31 items (83.78%) on the TA can discriminate against teachers with high adaptability and low adaptability characteristics. The result of the proportion of endorsement (PoE) shows that 32.43% of the TA is a well-distributed response. Based on the  first order CFA, it is known that 32 items (86.48%) in the TA have a loading  factor that meets the minimum limit used (≥ 0.3)

Conclusions

The psychometric analysis including tests of reliability, validity, item analysis, and norm development has been done in the construction of  TA instrument. Reliability test results performed by testing a single test with Alpha Cronbach indicates that TA has good internal consistency. The results of the validity test show that TA measurement valid to measure the characteristic of adaptability in high school teacher. The result of the CFA proves that AG is unidimensional. The item analysis results 24 items that can discriminate teachers with high and low adaptability characteristic. Factor loading in each item shows good results, where items in the TA can be summed up to contribute and are variables of the latent component that being measured. The development of norms has been done on the TA by using within-group norms which is a normalized standard score.

Added Values

This tool is expected to use as a evaluation and reference of intervention or training programs for teachers who have low adaptability.

Keywords: adaptability, school, teacher’s effectiveness, test construction

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