Psychometric validation of the student assessment survey for teachers scale (Sast) for higher education institutions
Bibliographic Data
| ID | 22166997 |
|---|---|
| Authors | Robert Jay N Angco (Cebu Technological University), Sylvester T Cortes (Cebu Technological University), Wilson D Castañeda (Cebu Technological University), Julius D Selle (Cebu Technological University), Julius Selle (Cebu Technological University) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-03-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1768305 |
| OpenAlex | W7138965161 |
| Language | EN |
| References cited | 76 |
Teacher evaluation is essential for quality assurance in higher education, yet many assessment instruments lack rigorous psychometric validation. The Student Assessment Survey for Teachers (SAST) is a 20-item instrument designed to measure two dimensions of teaching effectiveness: performance and management. This study aimed to examine the psychometric properties of the SAST scale, specifically its construct validity (convergent and discriminant validity) and reliability, to establish its appropriateness for evaluating teaching effectiveness in higher education. Data were collected from 500 students at Cebu Technological University during the first semester of Academic Year 2022–2023. Exploratory Factor Analysis (EFA) using Principal Component Analysis with Varimax rotation and Confirmatory Factor Analysis (CFA) using maximum likelihood estimation were conducted to evaluate the scale's factorial structure, convergent validity, discriminant validity, and internal consistency. The EFA confirmed the two-factor structure with adequate factor loadings ranging from 0.437 to 0.784, explaining 72.681% of total variance. The KMO measure of 0.973 and significant Bartlett's test indicated sampling adequacy. After modification, the CFA demonstrated acceptable fit indices (χ 2 /df = 3.748, CFI = 0.962, TLI = 0.951, RMSEA = 0.074, SRMR = 0.0266). Composite reliability values ranged from 0.950 to 0.963, indicating excellent internal consistency. Convergent validity was established with Average Variance Extracted values of 0.721 and 0.658 for performance and management factors, respectively. The SAST scale demonstrates sound psychometric properties and is a valid and reliable instrument for assessing teacher effectiveness in higher education contexts. The two-dimensional structure capturing both performance and management aspects provides comprehensive evaluation of teaching quality
Confirmatory factor analysis · Construct validity · Convergent validity · Discriminant validity · Exploratory factor analysis · Higher education · Structural equation modeling · Varimax rotation · Teacher Education and Assessments · Teacher Professional Development and Motivation · Technology-Enhanced Education Studies
A Beginner's Guide to Structural Equation Modeling
On the Validity of Student Evaluation of Teaching
Structural Equation Modeling and Regression
Toward a Knowledge Base for School Learning
Students’ Evaluations of University Teaching
A Note on the Multiplying Factors for Various χ2 Approximations
Student Evaluations of Teaching: Are They Related to What Students Learn?
Teacher training, teacher quality and student achievement
Knowledge Management
Student evaluations of teaching (mostly) do not measure teaching effectiveness
Student Ratings of Instruction and Student Achievement
Teachers’ Psychological Characteristics
A Beginner’s Guide to Factor Analysis
Cutoff criteria for fit indexes in covariance structure analysis
A Rationale and Test for the Number of Factors in Factor Analysis
A new criterion for assessing discriminant validity in variance-based structural equation modeling
An Index of Factorial Simplicity
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
Evaluating the use of exploratory factor analysis in psychological research.
A Brief Tutorial on the Development of Measures for Use in Survey Questionnaires
The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education
Structural Equations with Latent Variables
Validity of student evaluation of teaching in higher education
Impact of teaching quality on student achievement
Exploring the Role of Social Studies and Religious Education in Shaping Student Behavior in a Selected Tertiary Institution in Ghana
Classroom Management and Facilitation Approaches That Promote School Connectedness
Exploring the role of project-based learning in higher education to promote indigenous knowledge through sculpture students’ engagement with Ghanaian Adinkra symbols
Meta-analysis of faculty's teaching effectiveness
The Application of Electronic Computers to Factor Analysis
Evaluation of blended learning
Factors affecting students’ academic performance and teachers’ efficiency in Ghana; a case study of Wa senior high school
Instruments for obtaining student feedback
How does grade inflation affect student evaluation of teaching
Student evaluation of teaching
Scale Reliability, Cronbach's Coefficient Alpha, and Violations of Essential Tau-Equivalence with Fixed Congeneric Components
Validity concerns and usefulness of student ratings of instruction
Psychometric Properties of Student Evaluation of Teachers’ Performance Scale
Variables associated with achievement in higher education
Making students' evaluations of teaching effectiveness effective
What matters for student learning outcomes
Coefficient alpha and the internal structure of tests
Validity of psychological assessment
The Scree Test For The Number Of Factors
Classroom Management
Convergent and discriminant validation by the multitrait-multimethod matrix
Conventional wisdom on measurement
Construct validity in psychological tests
Comparison of five rules for determining the number of components to retain
What Makes Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement
Alternative Ways of Assessing Model Fit
The Performance of RMSEA in Models With Small Degrees of Freedom
| Highly cited | No |
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