The Validity and Reliability of Teaching Evaluation Questionnaire among High School Students

The purpose of this study was to evaluate the validity and reliability of a teaching evaluation questionnaire among high school students. The research method is descriptive-analytical and its approach is applied. The study population was all first grade students in Isfahan in the academic year of 2018- 2019. The sample consisted of 380 first grade high school students (198 girls, 182 boys) who were selected by multistage stratified random sampling. The research tool was Camber & Long (2008) Teaching Evaluation Questionnaire. Data were analyzed using mean, standard deviation, face validity, content validity, factor analysis, correlation of items with total score, correlation of components with each other and with total, internal consistency with Cronbach's alpha coefficient, and test-retest. Based on the results, the Teaching Evaluation Questionnaire has 9 components and 49 items and has good validity, reliability and fitness in psychometric evaluation. The confirmatory factor structure confirmed the proposed nine-factor model. In other words, face validity, content, factor, item correlation and component correlation, effective teaching questionnaire were confirmed. The overall reliability and reliability of the nine components of the questionnaire were also confirmed. Therefore, the effective teaching questionnaire, due to the robustness of the factor structure and the appropriate psychometric properties, is usable by other researchers and is recommended for use in teaching evaluation.