A construct validity assessment of the Instructional Perspectives Inventory

The study's purpose was to provide construct validity for the Instructional Perspectives Inventory (IPI) and the following factors: teacher empathy with learners; teacher trust of learners; planning and delivery of instruction; accommodating learner uniqueness; teacher insensitivity toward learners; learner-centered learning processes (experience-based learning techniques); and teacher-centered learning processes (Henschke, 1989). Participants were selected by the non-probability purposive approach. Two-hundred and thirty-eight adult educators from nine countries and 20 American states completed the IPI and the Self-directed Learning Readiness Scale (SDLRS) by Guglielmino, 1977.; Data were analyzed using descriptive statistics, general linear model approach (GLM), Spearman's correlation, and Cronbach alpha's coefficient. Analysis of the data revealed that three of the IPI factors that of planning and delivery of instruction; teacher insensitivity toward learners; and teacher-centered learning processes explained 19.4% of the variance for self-directed learning readiness. The Self-directed Learning Readiness Scale was found to be correlated with the IPI and six of the IPI factors: teacher empathy with learners; teacher trust of learners; planning and delivery of instruction; accommodating learner uniqueness; teacher insensitivity toward learners; and learner-centered learning processes (experience-based learning techniques). The IPI factor, teacher-center learning processes, had no significant correlation with SDLRS.; The five reported andragogical (the art and science of helping adults learn) IPI factors were: teacher empathy with learners; teacher trust of learners; planning and delivery of instruction; accommodating learner uniqueness; and learner-centered learning processes (experience-based learning techniques). These had a significant relationship with each other. The two pedagogical IPI factors were: teacher insensitivity towards learners; and, teacher-centered learning processes. These had a weak association with the five andragogical IPI factors. The overall Cronbach's alpha for the IPI was found to be .8768. Finally the following grouping of responses was suggested for future use: high above average (225--199), above average (198--185), average below average (184--149), and low below average (<123). Recommendations for further studies were provided.