Development and Validation of a Classroom Action Research Competency Model for Early Childhood Teachers: A Second-Order Confirmatory Factor Analysis

Abstract

Background and Objectives: Early childhood is a golden period for development in physical, emotional, social, and cognitive domains. Appropriate development during this stage provides an essential foundation for learning and life in the future. However, early childhood teachers continue to face problems and challenges in organizing learning activities and conducting classroom action research. Therefore, this study aims to develop and validate a factor model of classroom action research competency for early childhood teachers using second-order confirmatory factor analysis. The goal is to obtain a clear and reliable model and indicators that can be systematically applied to assess and promote the research competencies of early childhood teachers.

Methodology: This study employed a quantitative research design. The sample consisted of 240 early childhood teachers, selected through a multistage random sampling technique. The research instrument was a 60-item, 5-point Likert scale questionnaire, which was evaluated for content validity by five experts, with IOC values ranging from .80 to 1.00. The Cronbach’s alpha coefficient was .95. Data were analyzed using descriptive statistics and second-order confirmatory factor analysis (CFA).

Results: The results of the study revealed that the classroom action research competencies of early childhood teachers consist of three main factors: Factor 1, knowledge of classroom action research, comprising 3 indicators; Factor 2, skills in classroom action research, comprising 6 indicators; and Factor 3, attitudes toward classroom action research, comprising 3 indicators. The model demonstrated good fit with empirical data (χ² = 55.721 (df = 44, p = .110), χ²/df = 1.266, CFI = .996, GFI = .963, AGFI = .935, RMSEA = .033, and SRMR = .018). These findings indicate that the model for measuring classroom action research competencies of early childhood teachers demonstrates construct validity and reliability, making it suitable for application in research and practice.

Discussions: The findings of the study revealed that the classroom action research competencies of early childhood teachers consist of three main factors: knowledge, skills, and attitudes. These factors are fully consistent with empirical data. Analysis of the model fit indices showed that all values met the established criteria, indicating that the structural composition of the competencies model demonstrates construct validity and reliability. Furthermore, the results suggest that the professional development of early childhood teachers should focus on simultaneously enhancing knowledge, skills, and attitudes, enabling teachers to effectively apply their competencies in the classroom and address children’s learning challenges efficiently.

Conclusions: In summary, the classroom action research competency of early childhood teachers consists of three main factors: knowledge, skills, and attitudes. These factors are consistent with the empirical data and demonstrate high reliability. The findings indicate that each factor and its indicators are positively related and clearly reflect the overall classroom action research competency of teachers. Therefore, the professional development of early childhood teachers should emphasize the enhancement of knowledge alongside skill development and the cultivation of positive attitudes toward classroom action research. This will enable teachers to effectively apply their knowledge to address children’s learning problems.