DEVELOPMENT OF THE “PERCEIVED TEACHER BEHAVIOURS” SCALE IN PRIMARY SCHOOL

Bahadir Köksalan,Hikmet Zelyurt

doi:10.17810/2015.94

Abstract

The study is aimed at developing a valid and reliable measurement instrument intended to identify the perception of the third and fourth grade primary school pupils in relation to their teachers’ behaviour throughout their education. The analysis of the related literature and the draft version of the scale were prepared after obtaining expert opinion and trials conducted in the second term of 2015-2016 school year in different state primary schools under the jurisdiction of the provincial directorate of national education in Malatya on the sample of the third and fourth grade pupils. Expert opinion was obtained to determine the content and face validity of the scale and for construct validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were also conducted. For statistical operations, studies on 25 items were carried out. Findings obtained based on EFA and CFA analyses suggested that fit indices of the structure of the scale of perceived teacher behaviour were sufficient. The Pearson Correlation Coefficient between the obtained scale and the scores of the test-retest method was also found to be at reasonable level. Based on these findings, it was concluded that the scale of perceived teacher behaviour is an instrument that produces valid and reliable measurements and it could be used to measure the pupils' perception of teacher behaviour.

Highlights

While studying, pupils find themselves in a community system moulded by the school, family and environment consisting of the teacher, teaching environment and education-training program
The Pearson Correlation Coefficient between the obtained scale and the scores of test-retest method was determined. These findings indicated that the scale is a valid and reliable measurement instrument and it could be used to measure how the primary school pupils perceive their teachers’ behaviour
Based on the findings of this study, it was concluded that the Perceived Teacher Behaviours Scale was confirmed to be a three-factor model with 16 items, and the developed scale that presents the way primary school pupils perceive their teacher's behaviours is composed of three sub-dimensions; negative, caring and repressive teacher

Summary

Introduction

Pupils find themselves in a community system moulded by the school, family and environment consisting of the teacher, teaching environment and education-training program. The attitudes and behaviours towards the child and significance of coordination among pupil – parent – teacher are emphasized by scholars on all occasions due to the fact that teacher’s and parent’s perceptions of the child have an important effect on his/her learning. The basic approach of the family and the teacher towards learning is that the child reaches success by studying. Learning a lesson is naturally required to be successful (Uluğ, 1991). According to this view, studying and being successful have the same importance (Kara, 2008). Making the teaching-learning activities easier and increasing the pupils' learning performances require knowledge about pupils’ feelings, motivation, and what they should do and how they should act to reach their goals

Objectives

Methods

Results