Assessing the structural relationships between the CIPP model components in teacher education program

Abstract

Purpose

The objective of this study is to explore the structural relationships among context (C), input (I) and process (P) and product (P) (CIPP) components of teacher preparation programs based on students' perceptions.

Design/methodology/approach

In this study, data were collected using a 17-item scale. The study sample consisted of 213 pre-service teachers enrolled in the Postgraduate Professional Diploma in Teaching (PPDT). Quantitative research methodology with multivariate structural equation modeling (SEM) was utilized to examine the two suggested models.

Findings

The results of this study show that the CIPP model can be projected into preservice teachers' perceptions of the CIPP components. These preservice teachers' perceptions of preparation programs from the three components (CIP) can predict preservice teachers' perceptions of teachers’ preparation program products or outcomes (i.e. the fourth CIPP component). This result indicates that the relationships between the CIPP components and the pre-service teachers' perceptions of the Diploma in Teaching program are direct.

Originality/value

Two suggested models were tested to explore the structural relationships between CIPP components. The first model represents the original CIPP model with indirect relationships between the four components: CIPP. The second model suggests direct relationships between the first three components (CIP) and the objectives or products (P).