Development of Classroom Management Scale: Validity and Reliability Study

Abstract

The aim of this study is to develop a scale with high validity and reliability to determine teachers' classroom management approaches. For this purpose, the study was structured according to the survey design, one of the quantitative research designs. The sample of the study consists of teachers working in public schools affiliated to the Ministry of Education in Türkiye and Kosovo in the 2021-2022 academic year (Türkiye 183, Kosovo 177). The convenience sampling method was used to determine the sample. In the scale development process, firstly, an item pool was created and draftscale was developed. Expert opinion was obtained on the form, content, comprehensibility and question structure of the draft scale. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to determine the construct validity of the scale. As a result of the analyses, it was found that the scale consisted of four sub-dimensions and 19 items. The sub-dimensions were named as reactive, preventive, developmental and holistic. The reliability and validity analyses showed that the “Classroom Management Approaches Scale” is a reliable and valid scale.