Developing and Examining Psychometric Properties of the Teacher-Student Relationship Questionnaire in High-school Students

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  • Ehsan Daliri1,
  • Zahra Zeinaddiny Meymand*2,
  • Amanollah Soltani3,
  • Najmeh Hajipour Abaei3,
  1. PhD student in Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran.
  2. Department of Education, Faculty Member of Islamic Azad university, Kerman Branch, Kerman, Iran
  3. Assistant Professor, Department of Psychology, Islamic Azad University, Kerman Branch, Kerman, Iran

Revised: 2022-07-12

Accepted: 2022-09-14

Published in Issue 2022-07-01

How to Cite

Daliri, E., Zeinaddiny Meymand, Z., Soltani, A., & Hajipour Abaei, N. (2022). Developing and Examining Psychometric Properties of the Teacher-Student Relationship Questionnaire in High-school Students. Journal of Education Experiences, 5(1), 43-52. https://oiccpress.com/jee/article/view/10985

PDF views: 146

Abstract

The present study aimed to develop and examine the psychometric indicators of the teacher-student relationship questionnaire in high school students of Hormozgan province. The research method was descriptive correlation type. Also, the statistical population of the research in the content validity section included university professors, school principals, and education experts of the Education Office of Hormozgan. In the construct validity section, the statistical population included all high school male students of Hormozgan province. The research sample in the first part of the research was a panel of experts, of which 100 were selected using the purposeful sampling method. In the second part of the research, 384 students were selected by cluster random sampling method. A researcher-made questionnaire was used to measure the factors affecting the teacher-student relationship. The questionnaire was developed by examining the theoretical literature and using the Delphi method. Eventually, seven factors were identified. These factors include the teachers’ affective-emotional ability, perceived freedom in the classroom, support, teachers’ communication skills, classroom management ability, and teachers’ personality and motivation in class. The questionnaire’s validity was confirmed using exploratory and confirmatory factor analysis. Also, its reliability was satisfactory (Cronbach’s α = 0.89). The results revealed that the developed questionnaire measures the identified factors as the components of the teacher-student relationship and can be used as a useful instrument in measuring this construct among high school students.
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