Confirmatory factor analysis of a measurement model of creative teaching practices in design and technology using structural equation modeling

The aim of this study is to test and compare the structural validity of two alternative hypothesized measurement models for the construct of creative teaching in design and technology by performing a confirmatory factor analysis (CFA) using a structural equation modeling approach A correlated two factors with the latent variables of creative personality and metacognition operation practices was compared to a correlated three-factors model with planning, monitoring and action as the latent variables. The creative teaching in design and technology (CT), consisting of 58 items from the 21 item creative personality (CP) and 37 item metacognition operation practice (MOP) was administered to 292 Living Skill teachers. The results using AMOS 18 software indicate that the three factor measurement model of creative teaching with χ2=376.231, p=0.01, χ2 /df =2.187, GFI=0.90, AGFI=0.87, RMR=0.014, RMSEA=0.064, provided a better fit compared to the two factors model. All factor loadings for the three-factor model were significant at the 0.001 level, with standardized coefficient, β ranging from 0.36 to 0.89. In conclusion, the three-factor model represents an adequate description of creative teaching in design and technology structure.