VALIDATION OF THE MEASUREMENT MODEL (LEARNING AND FACILITATION-LAF) OF ROLE-PERFORMANCE MODEL SCALE (RPMS) FOR MANDARIN LECTURERS AT MALAYSIAN LOCAL UNIVERSITIES.

Abstract

The role performance of lecturers is pivotal in transferring knowledge, especially in soft skills such as Mandarin communication. However, concerns have been raised about the qualifications and quality of some Mandarin lecturers in Malaysian local universities. This study addresses these issues by validating the Learning and Facilitation (LaF) measurement model to examine factors influencing lecturers' quality and role performance in Mandarin language teaching. The Ministry of Education (MOE) has established the Role-Performance Model Scale (RPMS), which is grounded in various educational theories and models, including Educational Quality and Standards Theories (EQST), Developmental and Constructivist Theories (DCT), and Systems Theory in Education (STE). Developed for the 2013-2025 period by the MOE, it encompasses strategies to enhance the national education system's quality, aligning it with current needs. This cross-sectional study involved 36 Mandarin lecturers in a pilot study, analysing the data through exploratory factor analysis (EFA) using SPSS. The EFA results led to the removal of some items. The actual study collected responses from 109 lecturers, with the data undergoing confirmatory factor analysis (CFA) via AMOS. The findings confirm that the RPMS LaF measurement model meets CFA requirements and validly measures factors influencing lecturers' role performance in Mandarin language teaching. The LaF is instrumental in identifying factors affecting Mandarin teaching performance, enabling stakeholders to address unsatisfactory teaching outcomes and foster a more effective educational environment.