Instructional Strategy Competence Model for Pre-Service Teachers Using Data-Driven Approaches

Abstract

The objectives of this study were to: (1) identify and analyze the factors influencing the instructional strategy competence of pre-service primary and secondary school teachers, (2) examine how these factors impact their competence, and (3) develop a comprehensive competence model incorporating personal, school, and social factors using data-driven approaches. The sample consisted of 17 Chinese experts and 320 pre-service teachers in Sichuan Province, selected through purposive random sampling. Data collection involved the Delphi method with experts to gather insights on influential factors and a structured questionnaire for pre-service teachers. Statistical analyses included Cronbach’s alpha for reliability, descriptive statistics (mean, standard deviation, interquartile range), exploratory factor analysis for structural validity, and structural equation modeling (SEM) using AMOS to assess factor influences. The results demonstrated strong internal consistency with a Cronbach’s alpha of 0.90. Expert responses showed a high level of consensus (mean = 4.86, standard deviation = 0.40, IQR = 1). The developed instructional strategy competence model was validated by experts and found to be highly appropriate for pre-service teachers.