Scale of perceived teaching competence in Physical Education: structural validation and factorial invariance
DOI:
https://doi.org/10.56200/mentor.v5i4.12989Keywords:
teaching competence, Physical Education, psychometrics, measurement invarianceAbstract
This study aimed to develop and examine the structural validity and measurement invariance of a scale designed to assess perceived teaching competence in Physical Education among Mexican secondary school students. The instrument was developed through the adaptation and contextual expansion of the Evaluation of Teaching Competencies Scale (ETCS) (Catano & Harvey, 2011). Two independent studies were conducted. Study 1 included 320 students aged 12–15 years (M = 13.22, SD = 0.969), whereas Study 2 involved 598 students aged 12–15 years (M = 13.27, SD = 0.915). An exploratory factor analysis using Maximum Likelihood extraction and Varimax rotation was performed, followed by a confirmatory factor analysis. The analyses resulted in a 10-item unidimensional model with acceptable fit indices (χ²/df = 2.510, CFI = .972, RMSEA = .069) and strong internal consistency (α = .92, ω = .92). The unidimensional structure was confirmed in Study 2 (χ²/df = 4.590, CFI = .964, RMSEA = .078), maintaining adequate reliability (α = .92, ω = .92). Measurement invariance across sex and grade level was supported. The findings indicate that the scale provides a psychometrically robust measure of perceived teaching competence in Physical Education within the Mexican educational context.
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Copyright (c) 2026 Perla Jannet Jurado-García, Susana Ivonne Aguirre Vásquez, Víctor Hugo López Trujillo , Ramón Alfonso González Rivas
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