Classroom Relationships Questionnaire: Confirmatory Factor Analysis and Validation
Keywords:
classroom relationship questionnaire, confirmatory factor analysis, high school students.Abstract
The aim of this study is to validate the Classroom Relationships Questionnaire for the Romanian high school students. The present study examines the psychometric properties in a sample of 118 high school students from Brasov County. The questionnaire has 28 items, grouped into four scales such as student cohesiveness, teacher support, cooperation and equity. Results showed that the questionnaire had good internal consistency; Alfa Cronbach coefficient obtained is 0.894. The findings are consistent with many previous studies and shows good psychometric properties including validity, internal consistency, and test – retest reliabilityReferences
Engelbrecht, P. (2013). Teacher education for inclusion, international perspectives. European Journal of Special Needs Education 28 (2), 115-118.
Waitoller, F. R. & Artiles, A. J. (2013). A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program. Review of Educational Research 83 (3), 319-356.
Leena Isosomppi, Marjaana Leivo, Becoming an Inclusive Teacher at the Interface of School and Teacher Education, Procedia - Social and Behavioral Sciences, Volume 171, 16 January 2015, Pages 686-694, ISSN 1877-0428, http://dx.doi.org/10.1016/j.sbspro.2015.01.178.
Anne Jordan, Christine Glenn, Donna McGhie-Richmond, The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disability and ability, and about their roles as teachers, Teaching and Teacher Education, Volume 26, Issue 2, February 2010, Pages 259-266, ISSN 0742-051X, http://dx.doi.org/10.1016/j.tate.2009.03.005.
Wubbels, T., Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Jurnal of Educational Research, 43(6-24) doi:10.1016/j.ijer.2006.03.003.
van Tartwijk, J., Brekelmans, M., Wubbels, T., Fisher, D. L., & Fraser, B. J. (1998). Students perceptions of teacher interpersonal style: The front of the classroom as the teacher‘s stage. Teaching and Teacher Education, 14(6), 607-617 1–11, PII:S0742-051X(98)00011-0.
Jill Aldridge, Barry Fraser and Sipho Ntuli (2009). Utilising learning environment assessments to improve teaching practices among in-service teachers undertaking a distance-education programme. South African Journal of Education, Vol 29:147-170
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
