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Abstract：
The purpose of this study was to construct validity of an instrument to evaluate on teaching professional performance for preschool educators. First, through literature review, a research framework and content of the evaluation scale were constructed. Based on the three dimensions of professional knowledge, professional practice, and professional engagement developed by AITSL, nine elements and 32 professional performance question items were summarized. Secondly, 13 early childhood education scholars and experts were invited to review and revise the evaluation scale into three dimensions, nine elements and twenty-seven professional performance items. These items were then compiled into a preliminary questionnaire. 218 valid responses were collected and conducted item analysis and exploratory factor analysis (EFA). The result of the analysis did not correct the structure and the content of the evaluation. Thirdly, a formal questionnaire survey was conducted, and a total of 856 valid questionnaires were collected, with an effective recovery rate of 69.54%. The findings of this study were as follows: (1) the component reliability of three dimensions was between .918 and .95, nine elements were between .782 and .905. The second-order-CFA analysis showed the overall model has a good fit. (2) the evaluation scale of teaching professional performance for preschool educators constructed in this study has good reliability and validity. Finally, a number of practical and follow-up research recommendations were made.
Keywords： preschool educators; teaching professional performance; structural
equation model
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