Development of Portfolio Related Scales for Early Childhood Teachers: A Validity and Reliability Study

Portfolio is one of the common forms of pedagogical documentation around the world. However, there is no suitable instrument to measure teachers’ portfolio practices in early childhood education. In this study, it was aimed to develop scales on portfolio practices and its possible predictors based upon extended Theory of Planned Behavior (TPB). Initially, content validity was ensured with expert opinions and cognitive interviews with early childhood teachers. After that pilot data were collected from 371 early childhood teachers and exploratory factor analysis (EFA) was conducted to explore the factor structure of the scales. Then, main study data were gathered from 605 early childhood teachers, and confirmatory factor analysis (CFA) was conducted to confirm the factor structure of the scales. Internal consistency coefficients were also calculated for the reliability analysis in both pilot study and main study data. As a result, findings confirmed the validity and reliability of the scales.