The Dual Language Program (DLP) in Malaysia, which is dual language education program, is an initiative introduced to enhance English language proficiency while maintaining Malay as the national language. The principle is to provide instruction in two languages, with Malay as the medium of instruction and English as the second language. However, there is limited empirical evidence discussed regarding the measurement aspects for assessing input factors for the DLP implementation. Therefore, this study was conducted to validate the measurement model assessing input factors for the implementation of the DLP. A total of 432 teachers participated using simple random sampling. The variables focused in this study are input factors for implementation of the DLP. Data were tested using exploratory factor analysis (EFA) to measure items and determine the dimensions of the DLP input construct, while confirmatory factor analysis (CFA) was used to validate the instrument. The EFA findings indicate three dimensions exist within the DLP input construct: resources, teacher knowledge, and teacher skills. The CFA findings on the measurement model indicate that the three-factor solution is consistent and acceptable for suggested indicators. Therefore, the development of 18-item model is suitable for assessing the input factors of DLP. The implications of this study enhance understanding of the validity and reliability aspects of items for DLP measurement in the local context. Further research could be conducted using analyses such as Item Response Theory or Rasch model analysis.
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