Discipline: Social Science
This is the first psychological based instrument which has been developed and validated to measure the latent variable teacher curriculum paradigm (TCP) that was derived from Kuhn’s (1970) epistemology of paradigm and further adapted to the ideas of Henderson and Gornik (2007), Schubert (1986), Tanner and Tanner (2007), Tuthill and Ashton (1983), and Zeichner’s (1983) paradigms for the curriculum development field. The TCP instrument followed the rigorous research design and methodology to serve as the vital procedures of attaining the internal validity for the developed instrument. Subsequently, the TCP instrument was content validated by three subject experts and gone through three phases of instrument testing with three independent samples (N1=34, N2=72, and N3=553, respectively) taken from the same population of in-service teachers in the Peninsular of Malaysia. Moreover, the SEM approach was utilised to further validate the construct validity of the scores for the TCP instrument. In light of the systematic data collection and robustness of the SEM confirmatory procedures, the attaining of a very high reliability and validity of construct indicated the noticeably sound psychometric properties to the TCP instrument. Coherently, these findings had strongly supported that the TCP instrument is a reliable and valid tool for measuring TCP of in-service teachers in Peninsular of Malaysia.