Professional Development of Teachers Scale (DDTS): Using Confirmatory Factor Analysis

Khairi Saleh Shakuna, Norhisham Mohamad, Asbi B Ali

Abstract: The present study seeks to develop a conceptual framework for measuring Professional Development among teachers in schools, primary and secondary education in Zawiya city, in Libya by adopting three appropriate dimensions of measurement Planning, Implement and Evaluation. To achieve this goal, we used a confirmatory factor analysis (CFA) through AMOS software. Based on the results, it was found that this model is a valid and reliable model that can be used for measuring Professional Development among teachers in schools, primary and secondary in Libya.

Keywords: Planning, Implement, Evaluation, Confirmatory Factor Analysis, Libya