Development and Validation of an Attitude Scale towards Teaching
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| Title: | Development and Validation of an Attitude Scale towards Teaching |
|---|---|
| Language: | English |
| Authors: | Suvendu Ray (ORCID |
| Source: | Shanlax International Journal of Education. 2025 13(2):13-26. |
| Availability: | Shanlax International Journals. 66, V.P. Complex, T.P.K. Main Road, Near KVB Vasantha Nagar, Madurai Tamil Nadu 625003, India. e-mail: shanlaxjournals@gmail.com; Web site: http://www.shanlaxjournals.in/journals/index.php/education |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Test Construction, Test Validity, Test Reliability, Preservice Teachers, Student Attitudes, Teaching (Occupation), Factor Analysis, Foreign Countries |
| Geographic Terms: | India |
| ISSN: | 2320-2653 2582-1334 |
| Abstract: | A successful teaching-learning process depends heavily on teaching. Wherein the teaching process greatly benefits from the involvement of prospective teachers. They need to approach the teaching with a positive attitude for the teaching-learning process to be effective. Therefore, a reliable instrument is required for assessing the prospective teachers' attitudes toward teaching. The study sample was chosen using convenient sampling and snowball sampling techniques due to the challenges and constraints associated with contacting prospective teachers. The study used 818 prospective teachers' derived scores for exploratory and confirmatory factor analyses. After the literature review, draft scale items were developed. Field experts assessed the items for face and content validity, and the scale was finalized. Researchers tested the construct validity using EFA. The scale included twenty-eight (28) items with seven sub dimensions, according to the analysis's findings. Following EFA, eighteen (18) items across seven sub dimensions were kept. Finally, CFA examined the scale, which consisted of 18 items, to create a path diagram. To assess the scale's reliability, the internal consistency coefficients for Cronbach Alpha were evaluated. The attitude scale is able to measure prospective teachers' attitudes toward teaching, according to all of these findings. The final scale will be play significant role for measuring attitudes towards teaching for prospective teachers as well as in-service teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486212 |
| Database: | ERIC |
| Abstract: | A successful teaching-learning process depends heavily on teaching. Wherein the teaching process greatly benefits from the involvement of prospective teachers. They need to approach the teaching with a positive attitude for the teaching-learning process to be effective. Therefore, a reliable instrument is required for assessing the prospective teachers' attitudes toward teaching. The study sample was chosen using convenient sampling and snowball sampling techniques due to the challenges and constraints associated with contacting prospective teachers. The study used 818 prospective teachers' derived scores for exploratory and confirmatory factor analyses. After the literature review, draft scale items were developed. Field experts assessed the items for face and content validity, and the scale was finalized. Researchers tested the construct validity using EFA. The scale included twenty-eight (28) items with seven sub dimensions, according to the analysis's findings. Following EFA, eighteen (18) items across seven sub dimensions were kept. Finally, CFA examined the scale, which consisted of 18 items, to create a path diagram. To assess the scale's reliability, the internal consistency coefficients for Cronbach Alpha were evaluated. The attitude scale is able to measure prospective teachers' attitudes toward teaching, according to all of these findings. The final scale will be play significant role for measuring attitudes towards teaching for prospective teachers as well as in-service teachers. |
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| ISSN: | 2320-2653 2582-1334 |
