Gurumoorthy Poobalan1*, Roslee Talip2, Junaidi Asman3, Rosna Padan4, Sukuneswari Kaliappan5, Aishah Binti Mohd Aris6

This study aims to empirically validate the construct validity of teaching and learning quality based on Standard 4 of the Malaysian Education Quality Standard Wave 2 (MEQSw2) within the context of secondary schools in Sabah, Malaysia. A quantitative research design was employed, involving data collected from 440 secondary school teachers across urban, semi-urban, and rural schools. The measurement model was analysed using Confirmatory Factor Analysis (CFA) with AMOS to examine the validity and internal consistency of six latent constructs: teacher as planner, controller, mentor, motivator, assessor, and student as active learner. The CFA results indicated an acceptable measurement model, with all standardised factor loadings exceeding the minimum threshold of 0.60. Teacher-related constructs demonstrated strong loadings, particularly teacher as controller (0.914–0.975), teacher as motivator (0.733–0.982), teacher as planner (0.623–0.962), and teacher as assessor (0.762–0.865). The teacher as mentor construct also showed satisfactory loadings (0.609–0.977), though interdisciplinary integration emerged as a weaker indicator. In contrast, the student as active learner construct recorded comparatively lower factor loadings (0.609–0.794), indicating limited learner autonomy, problem-solving involvement, and real-world application of learning. Interpreted through a constructivist perspective, these findings reveal a pedagogical imbalance between strong teacher competence and constrained learner agency, particularly in resource-limited school contexts. This study contributes empirical evidence by validating policy-defined teaching quality constructs within a geographically marginalised setting and underscores the need for targeted professional development and context-sensitive instructional support to strengthen constructivist pedagogy in secondary education.