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Contextualizing Teaching Professional Practice: Psychometric Validation of Danielson Model Instruments in a New Context

Year: 2026

Type: article

Abstract: This study validates Danielson Framework for Teaching (DFfT) instruments’ structure, dependability, and contextual appropriateness within the multicultural, standards-driven education system of the United Arab Emirates (UAE) in accordance with Vision 2021 and national teacher competency frameworks. Quantitative data were collected from 629 UAE schoolteachers through administering a questionnaire-based survey. Principal Component Analysis and Confirmatory Factor Analysis yielded discriminant, convergent, and construct validity in addition to internal consistency using the Composite Reliability Index and Average Variance Extracted for all scales. Four DFfT domains were shown to have a stable structure based on Principal Component Analysis results: planning and preparation (six factors, α = 0.92–0.99), learning environment (five factors, α = 0.98–0.99), learning experiences (five factors, α = 0.96–0.99), and principled teaching (six factors, α = 0.69–0.99). Notably, all constructs had excellent model fit with substantial factor loadings and inter-item as confirmed by the results of the Confirmatory Factor Analysis. With the exception of one minor subscale (α = 0.69), all dependability coefficients exceeded recommended benchmarks. The first-order full DFfT structural model of the four main domains validation demonstrated a reliable framework (CFI = 0.917, TLI = 0.902, IFI = 0.919, χ2/df = 1.635, and RMSEA = 0.078) for professional development, instructional improvement, and policy alignment with potential relevance beyond the UAE context, as well as psychometric soundness and contextual adaptability for teachers’ professional growth and evaluation in UAE schools. The study’s findings are significant, as they are the first to empirically validate the psychometric properties of the Danielson framework of teaching instruments in the UAE.

Source: Education Sciences

DOI: 10.3390/educsci16040664