Universal Journal of Educational Research Vol. 7(10A), pp. 35 - 41
DOI: 10.13189/ujer.2019.071707
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Implementing Assessment Policy: Considering the Bifactor Teachers' Satisfaction Criterion

Mohamad Sahari Nordin 1,*, Tunku Badariah Tunku Ahmad 1, Mohd Burhan Ibrahim 1, Enas Said Abulibdeh 2
1 Kulliyyah of Education, International Islamic University Malaysia, Malaysia
2 Al Ain University of Science and Technology, United Arab Emirates


The study examined teachers' general satisfaction and specific satisfaction in implementing assessment policy. First it confirmed the validity of a four-factor teacher's satisfaction construct. Next it identified the best-fitting measure of teacher's satisfaction among four theoretically viable measures, namely a uni-dimension satisfaction construct, four-factor construct, second-order factor construct, and a bi-factor measure that comprised general and specifics factors. Finally, the study tested whether teachers' agreement with the implementation of nation-wide assessment policy related to the best-fitting satisfaction model, which was the bi-factor model. A total of 2,374 teachers nested in 300 randomly selected schools in Malaysia were surveyed using a 15-item instrument. The results supported the hypotheses that the four-factor measure was adequate to explain the variability of teachers' responses to the satisfaction items, the bi-factor model was the best-fitting model, and teachers' endorsement of the implementation of assessment policy supported the teachers' general satisfaction, satisfaction towards workload, and satisfaction towards pay and benefits.

Teacher's Satisfaction, Bi-factor Model, Assessment Policy, Policy Implementation

Cite this paper
Mohamad Sahari Nordin , Tunku Badariah Tunku Ahmad , Mohd Burhan Ibrahim , Enas Said Abulibdeh . "Implementing Assessment Policy: Considering the Bifactor Teachers' Satisfaction Criterion." Universal Journal of Educational Research 7.10A (2019) 35 - 41. doi: 10.13189/ujer.2019.071707.