AN EMPIRICAL ANALYSIS OF PRE-SERVICE TEACHERS’ PROFESSIONAL PERCEPTIONS OF TIMSS AND PIRLS STUDIES

Abstract

This article explores the empirical dimensions of pre-service primary school teachers’ professional perceptions regarding the international comparative assessments known as TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study). The research was conducted at Korkyt Ata Kyzylorda University and involved a sample of 60 undergraduate students enrolled in the “Pedagogy and Methodology of Primary Education” program in their third and fourth years of study. A structured survey instrument consisting of 25 items was developed to assess respondents’ understanding, attitudes, and expectations related to these global assessments. Each statement was rated on a five-point Likert scale, allowing for nuanced analysis of the degree of agreement or disagreement.

The collected data were analyzed using exploratory factor analysis (EFA) in the JASP statistical package. The results revealed a five-factor structure aligning with the theoretical framework: (1) general understanding of TIMSS and PIRLS, (2) perceived impact on professional competence, (3) influence on teaching practices, (4) interest and perceived necessity, and (5) individual attitudes. The structural validity of the model was confirmed using chi-square testing and parallel analysis methods.

The findings offer substantial insight into how international assessment frameworks can inform and enrich teacher preparation processes. This research underscores the importance of integrating TIMSS and PIRLS-related content into pedagogical curricula to better prepare future educators for participation in global educational dialogues. The study contributes to ongoing debates on evidence-based educational reform and emphasizes the role of international benchmarking in shaping reflective and competent teaching professionals.