Exploring primary teachers' perceptions of inquiry-based learning: From questionnaire validation to field insights

Teachers' perceptions of learning are fundamental in promoting effective learning. Therefore, valid and reliable assessments of teachers' perceptions are necessary. This study developed and validated a questionnaire to assess primary school teachers' critical yet understudied perceptions of Inquiry-Based Learning (IBL). Through a rigorous psychometric process involving 595 teachers in Central Java, the research identified four key dimensions: Skills Implementation, Knowledge and Interest, Efficacy of Inquiry, and Perceived Barriers. The final 12-item instrument demonstrated strong validity and reliability (CFI = 0.978; RMSEA = 0.067), explaining 63.1% of the total variance. Findings reveal critical gaps in teachers' practical IBL implementation skills and highlight institutional barriers hindering effective adoption. The study provides empirical evidence that while Indonesian primary teachers recognize IBL's value, they face challenges in implementing it in the classroom due to limited training, resources, and school support systems. The validated instrument serves as a valuable tool for assessing teacher readiness and informing targeted professional development programs. Results emphasize the need for comprehensive teacher training that combines pedagogical knowledge with practical implementation strategies, along with systemic support to address institutional constraints. These findings contribute to global efforts to improve science education by offering a culturally relevant measurement tool and implementation framework for IBL in primary settings. The study underscores the importance of aligning teacher competencies, school policies, and technological resources to implement inquiry-based approaches successfully. Future research should explore the longitudinal effects of IBL training interventions and technology integration to enhance inquiry-based science education in developing contexts.