Psychometric validation of the student assessment survey for teachers scale (SAST) for higher education institutions

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.