Confirmatory factor analysis of the Conception for Teaching and Learning Questionnaire (CTLQ)

Abstract

The two-factor (traditional conception, constructivist conception) of the Conception about Teaching and Learning Questionnaire (CTLQ) was examined through confirmatory factor analysis with a sample of 877 pre-service teachers from the National Institute of Education in Singapore. Analysis of the results indicated that the two-factor structure of the CTLQ was not supported. A principal axis factor analysis revealed a five-factor solution. By testing two alternative (4-factor and 5-factor) models for model fitness, the 5-factor was found to have the best fit. This study concludes with suggestions for further study with more diverse samples and cultures. © 2008 De La Salle University, Philippines