THE STANDARDIZATION OF THE TEACHER’S EVALUATION OF STUDENT’S CONDUCT QUESTIONNAIRE IN HYDERABAD PAKISTAN

Abstract

This research was conducted to examine the standardization of Urdu Version Teacher’s evaluation of the student’s conduct questionnaire. It was designed by Steward in 1985, and Rohner revised it in 2005 with the goal of examining students' behaviour in the classroom. The research sample composed of 360 students 8th to10th grades students and age range 11 to 17 M=14.29, SD = 1.174) was evaluated by 16 teachers. In this study, student and teacher demographic data were gathered using the Teacher's Evaluation of Student Conduct Questionnaire (TESCQ) and Personal Information Form, and validity and reliability analyses were completed. There are 18 items on the scale, each with 5 Likert alternatives. The finding of this study revealed Teacher evaluation of students (TESC) questionnaire had excellent internal consistency (α=.962). Moreover, the KMO value of .950 and Bartlett’s Test of sphericity =6183.124 which meets the criteria for running exploratory factor analysis EFA. Therefore, this study's findings showed that using the TESC in Urdu with children to assessing their behaviour and conduct as reported by their teachers is a highly reliable questionnaire of behaviour analysis. In conclusion, the standardization of TESCQ, Urdu version Rohmer, may enhance research on behaviour conduct concerns related to schools in Pakistan in line with the acceptance-rejection acceptance theory (2004, 2020). This scale provides a useful tool for education professionals to assess behaviour conduct in line with perceived teacher acceptance rejection.