Development of Human Capital Indicators for Pre-Service Teachers
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Abstract
This study aimed to develop and validate indicators of human capital for pre-service teachers by applying Nadler's concept of human capital, which emphasizes the holistic development of essential attributes for the teaching profession. The research employed exploratory sequential mixed-methods design, collecting qualitative data from 20 key informants and quantitative data from a sample of 400 pre-service teachers. The qualitative findings indicated that the human capital indicators for pre-service teachers comprised three main components: (1) Training, which included designing training curricula focused on essential competencies, integrating ethics, morality, and teacher spirit, and monitoring and evaluating the application of knowledge; (2) Education, which emphasized promoting self-development, integrating theoretical and practical knowledge, and fostering reflection and experience-sharing; and (3) Development, which involved comprehensive teacher competency development, nurturing teacher ethics and spirit, and designing participatory and sustainable development processes. The evaluation of the measurement model indicated a high degree of alignment with empirical data ( = 27.82, df = 24, p = 0.26, CFI = 1.00, GFI = 0.98, AGFI = 0.97, SRMR = 0.02, RMR = 0.02, RMSEA = 0.02, NFI = 0.99). The second-order confirmatory factor analysis found that all indicators were statistically significant at the .01 level, with factor loadings ranging from 0.67 to 0.74. This research highlights the importance of comprehensive and sustainable human capital development in the teaching profession.
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