The framework is also based on the Mezirow’s Transformative Learning Theory, which focuses on the two basic learning processes – instrumental learning and communicative learning. Meaning schemes are also an important element of this theory, the predisposition and assumptions. It also has an element of building self-efficacy which involves our own decisions, building confidence in our beliefs and understanding and continuing the process of practicing the transformative cycle to move forward (Western Governors University, 2020). Any educational system's potential for success is directly proportional to the quality of its teachers and administrators (Alrefaee and Al-Ghamid, 2019). Hill, Charalambous, and Chin (2019) used the term "mindset" to…show more content… Brouse (2021) said that it can be taught and can apply the concept of Bloom’s Taxonomy to the affective domain to better understand how the learner may first need to acquire the knowledge more accurately. Additionally, the affective domain, which includes the factors such as the student motivation, attitudes, perceptions and values, are very helpful to both students and teachers, as the teachers can intensify their effectiveness by seeing it in planning courses, sending lectures and giving activities, and assessing students’ learning during the class discussions (Carleton College, 2023). Brouse (2021) considered the lessons being delivered by the teachers to be an imperative part of their teaching process to achieve the three (3) domains of learning in which it includes cognitive (thinking), affective (emotions or feeling) and psychomotor (physical or kinesthetic). The author emphasized that there is a need to understand the different categories of learners, to also understand the different needs of the students and to ensure that these needs will be met for the students’…show more content… Additionally, the Scale-Content Validity Index (S-CVI) for the procedural fluency domain was found to be 0.957, indicating strong overall agreement among the raters. Similarly, for the domain of affective characteristics, including epistemological beliefs, emotional quotient, adversity quotient, self-concept, and self-efficacy, indicators were assessed for relevance and agreement. The I-CVI scores for indicators within the affective characteristics domain ranged from 0.857 to 1.00, demonstrating high levels of agreement among the raters. The S-CVI for the affective characteristics domain was calculated to be 0.971, indicating strong overall agreement. These findings suggest that the indicators used to assess procedural fluency and affective characteristics among Junior High School Math teachers were reliable and valid measures. The high levels of agreement among raters indicate that the selected indicators accurately represent the constructs being measured and can be considered robust tools for evaluating teacher competencies in these
