Development and Validation of an Instrument for Measuring Technical Teachers’ Attitudes towards Teaching Engineering Drawing

The ability to conduct valid assessment of teachers’ attitude towards teaching of a technical course is important as teachers’ attitude influences the quality of teaching and students’ learning experience. This paper focuses on the development and validation of an instrument for assessing technical teachers’ attitudes towards teaching engineering drawing. The study used a developmental research design method. Three factors of attitude were postulated and 19 items were constructed based on the understanding gained from existing literature. The draft instrument was piloted on a sample of 235 teachers and analysed using Principal Component Analysis (PCA) method, specifically Exploratory and second order Confirmatory Factor Analysis (EFA & CFA) techniques with orthogonal varimax rotation. The results indicate that all 19 items are properly loaded on the three postulated factors, providing evidence for the construct validity of the instrument. The overall reliability of the instrument based on inter-item consistency was found to be high (α = 0.81) and therefore, scores obtained using the instrument are reliable. In conclusion, the findings indicate that the instrument is a valid and reliable tool for measuring teachers’ attitudes towards teaching engineering drawing.