Validity and reliability study of classroom management strategies scale: CMSS-preschool teacher form

Abstract

The aim of this study is to develop a measurement tool to determine the strategies used by preschool teachers in classroom management practices and to identify its validity and reliability. The research is in the survey model and its sample includes 580 preschool teachers working in public and private preschool throughout Turkey. An item pool was created by examining the literature and other scales related to classroom management. These items were sent to six experts working on the subject and the scale was finalized with 89 items. Exploratory and confirmatory factor analysis was utilized to test the construct validity. The results of the exploratory factor analysis revealed that 89 items in the scale consist of three main dimensions, namely Preventive Strategies, Supporting Strategies and Strategies for the Problem, and thirteen sub-dimensions. The Preventive Strategies Dimension consists of Program and Routines, Transitions between Activities, Organizing the Classroom Environment, Encouraging Participation in Activities, Teaching Desired Behavior, Supporting Dialogues and Giving Direction sub-dimensions. The Supporting Strategies dimension includes Social Skills and Emotional Competence, Understanding and Expressing Emotions, Problem Solving, Friendship Skills, Supporting Children with Persistent Problem Behaviors and Family Education and Participation sub-dimensions. Strategies for the Problem has no sub-dimension. According to the exploratory factor analysis, the explained variance was 72.62%. The Cronbach Alpha reliability coefficient regarding the reliability of the scale was found as α=.98. As a result of confirmatory factor analysis, acceptable fit values were reached with χ²= 11272,586, RMSEA=0.059, SRMR=0.069, CFI=0.843 and TLI=0.837. These results indicate that the developed scale is a valid and reliable scale.