Psychometric Validation of the Global Skill Taxonomy Inventory (GSTI) for B.Ed. Trainees in the Indian Context

Abstract

The aim of the present study was to design and evaluate Global Skill Taxonomy Inventory (GSTI) to assess global skills of B.Ed. Trainees in West Tripura, India. The inventory was created to measure eight international skills Cognitive, Interpersonal, Intrapersonal, Global Citizenship, Innovation and Creativity, Self-Paced Learning, Technological, and Leadership Skills.  A population of 1,200 B.Ed. Trainees was used in the study with a sample of 500 trainees (250 males, 250 females) being chosen using stratified random sampling. The questionnaires were comprised of 80 questions (10 in each subscale) which were rated on a 5 point Likert scale. Internal consistency (Cronbach’s α = 0.89) and test-retest reliability (r = 0.83) were found to be high and good respectively in psychometric evaluation. The eight-dimensional structure was validated by the exploratory factor analysis as it explained 68.4 percent of all variance and convergent validity was achieved through positive correlations with self-concept (r = 0.71) and creative thinking (r = 0.68).  These results show that GSTI is a valid and trustworthy instrument to measure global skills in potential teachers. Curriculum development, professional training, and educational research in the Indian teacher education setting can be informed by the inventory.