Professional Development Needs of School Science Laboratory Personnel: Insights From A Rasch Analysis

Science laboratories are an important component of inquiry-based learning, but School Science Laboratory Personnel (SSLP) often go unnoticed in educational research and capacity-building policies. This condition creates a gap between the demands of safe and effective laboratory practices and the laboratory management competencies available in schools. This study aims to map the competency profile of SSLPs in Indonesia and identify evidence-based professional development needs to strengthen their role in science education. Using the design of the explanatory mixed method, this study involved 252 junior high school science teachers who were concurrently laboratory managers. Rasch's analysis showed that the 29-point instrument had strong validity and reliability, while the competencies of quality documentation management, chemical handling, and waste management emerged as the most difficult areas. Basic laboratory competencies and occupational safety are relatively more mastered. Analysis of differences in item function indicated minimal gender bias, but more pronounced variations emerged based on work experience. The qualitative findings confirm consistent administrative and technical challenges, particularly related to chemical inventories and hazardous waste procedures. Based on data synthesis, this study proposes an Evidence-Based Laboratory Management Training Model that emphasizes competency priorities, gradual training levels, participant differentiation, and Rasch-based evaluation. These findings provide an empirical basis for the development of SSLP capacity-building policies and contribute to efforts to realize safer, professional, and equitable school laboratory practices.