Development and Validation of an Affective Domain Instrument for Pre-Service Non-Technical Teachers: Assessing Opinions, Beliefs, and Assessments of Worth at UNIMED’s Faculty of Engineering

This study aimed to develop and validate an affective domain instrument designed to assess pre-service non-technical teachers’ dispositions toward the teaching profession at UNIMED’s Faculty of Engineering, Indonesia. The instrument was constructed around three affective constructs: opinions, beliefs, and assessments of worth, and each measured across five affective hierarchical levels. The instrument was trialed with 247 pre-service non-technical teacher education students. Data were analyzed using confirmatory factor analysis (CFA), Pearson product-moment correlations, composite reliability (CR), and Cronbach’s alpha. The findings confirmed that 19 of 25 items for opinions, 21 of 25 items for beliefs, and 20 of 25 items for assessments of worth were valid. Reliability coefficients were consistently high (CR = 0.94–0.96; Cronbach’s alpha = 0.80–0.83), exceeding the recommended threshold of 0.70. Theoretically, the study demonstrates that affective dispositions, often considered intangible, can be rigorously operationalized and measured in teacher education. Practically, the validated instrument provides a diagnostic tool to strengthen professional identity formation and value alignment among pre-service teachers, with implications not only for Indonesia but also for global efforts to integrate affective assessment into teacher education.