Abstract
The purpose of the present research is the development and validation of a Teacher’s Performance Questionnaire (TPQ) based on students’ ratings and to be used in secondary schools. The questionnaire items were developed with the contribution and suggestions of different experts proficient in the area. The researcher personally collected data from 32959th and 10th class students about their 550 secondary school teachers (SST) in Punjab (Pakistan). A first subsample (n = 1863 students rated their 300 SST teachers) was used for an Exploratory Factor Analysis (EFA), and a second subsample (n = 1432 students rated their 250 SST teachers) was used to verify the extracted factor structure through Confirmatory Factor Analysis (CFA) technique. A four-factor structure of teacher’s performance was indicated as Instructional Abilities, Administrative Qualities, Classroom Management and Professional Skills and this factor structure was confirmed in the CFA analysis. Cronbach’s alphas and construct validity of the questionnaire were found satisfactory due to significant positive inter-subscale correlations and correlations with the total score. The findings of this study provide evidence that TPQ exhibits excellent psychometric properties following its administration among secondary schools. Therefore, it could be considered as a reliable and efficient tool for measuring dimensions of teachers’ performance.