This study aims to validate the construct of the Teacher Professional Learning instrument developed based on three main dimensions, namely Updating Activities, Reflective Activities and Collaborative Activities. The original instrument contains 39 items and is rated using a seven-point Likert scale. This study involved a total of 90 secondary school teachers in Malaysia who were selected through purposive sampling. Exploratory Factor Analysis (EFA) technique with Varimax rotation method was used to determine the factor structure of this instrument. The results of the analysis showed that the KMO value was 0.868 and the Bartlett's Test of Sphericity test was significant (?² = 1954.338, df = 351, p < .001), indicating that the data was suitable for factor analysis. A total of 12 items were dropped because they had low loading values or factor overlap, and 27 items remained which formed three robust factors with eigenvalues exceeding 1. These three dimensions explained 66.90% of the total variance. This finding indicates that this instrument has good construct validity and can be used in studies related to teacher professional development in Malaysia. The implications of the study and suggestions for improving the instrument are also discussed.
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