Cfa first order and cfa second order (measurement model) of the special education teachers’ readiness on the implementation of sexuality and health education for students with learning disabilities in special education (integration program) in Sabah, Ma

This article discusses the use of the Measurement Model using the First Order Confirmatory Factor Analysis (CFA) for the constructs validity and reliability and item indicators developed by the researcher. There are 31 items indicators and represented by 10 constructs built in this study. Ten of these constructs are the religion factor, culture, the needs of Sexuality and Health Education curriculum, the role of parents/guardians, and the role of schools, teachers' beliefs, teachers’ awareness, cognitive readiness, affective (emotional) readiness, and behavior readiness. After testing the CFA with the Common Method Bias (CMB), a better model is produced, the standard error (S.E) and the critical ratio (C.R.) were significant (P = .001). The factor loadings are eligible at ≥ 0.70 per relations latent variables and indicator variables. This test is available to produce the better corresponding measurement model. This First Order CFA (Measurement Model) is fit with the data surveyed; χ2df = 1.946 (< 0.5), RMR = 0.238 (≤ 0.08), CFI = 0.965 (> 0.90), TLI = 0.954 (> 0.90), NFI = 0.930 (> 0.90), PCFI = 0.747 (> 0.50) and RMSEA = 0.057 (< 0.80). The Second Order CFA is also fit with the data surveyed; χ2df = 2.695 (< 0.5), RMR = 0.305 (≤ 0.80), CFI = 0.926 (> 0.90), TLI = 0.918 (> 0.90), NFI = 0.887 (> 0.90), PCFI = 0.838 (>0.50) and RMSEA = 0.077 (< 0.80). In addition, it was found that both of the Measurement Models of Sexuality and Health Education Teachers’ Readiness have the Convergent and Discriminant validity that comply with the main requirements of CFA. C.R. ≥ 0.70, AVE ≥ 0.50, and the constructs reliability are α ≥ 0.70. The latent variables were also a factor predictor for the 31 items indicators. The findings of this study were found to be eligible for the empirical-theoretical (Social-Cognitive, Psychodynamic and Sexual-Health theory) and statistical analysis of SEM. Thus, the ten factors discussed should be considered in determining the teachers’ readiness on the implementation of Sexuality and Health Education to students with learning disabilities in special education schools in Sabah.