Development of the Positive Teacher Scale from the Perspective of Teachers

Ali ERYILMAZ, Hafız BEK

Abstract


The purpose of this study is to develop the "Positive Teacher Scale" from the perspective of teachers. Cross-sectional research design was used in the study. The study was conducted on a total of 448 teachers who worked at least for five years at different levels of education. The stages of scale development were followed in the study. In this line of work: The preparation of the items and scale trial form, exploratory factor analysis, confirmatory factor analysis, reliability analysis and validity studies have been carried out. According to the research findings, a 21-item and five-dimensional scale has been reached. The first dimensions of the scale were given the name "to have extraverted personality"," to concretize the subject that taught", "to establish positive relationship with the student", "to increase students’ engagement in the class", "to increase students’ flow experience". The explained variance of the scale was found to be 63.230%. The reliability of the scale was found to be 0.89. The structure of the scale was also confirmed by confirmatory factor analysis (RMSEA = 0.067). Correlation with Positive Affection Scale is 0.45; P <0.01. The Positive Teacher Scale from the Perspective of Teachers was found reliable and valid.


Keywords


positive;teacher;reliability;validity

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DOI: https://doi.org/10.24106/kefdergi.369825

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