Psychometric Properties of Teacher as Social Context Questionnaire in High School Teachers

The purpose of the present study was to validate the teacher as social context in teachers (Teacher's behavior in the classroom). This research was descriptive of the correlation. The statistical population included all the teachers of the first and second grade of secondary schools in Noor’s and Chamestan’s public schools in the academic year of 2019-2020. The sample consisted of 240 teachers (123 males and 117 females) were selected by relative stratified random sampling and all of them completed the Teacher as Social Context questionnaire. Confirmatory factor analysis and Cronbach's alpha coefficient were used to examine the questions of the questionnaire. Findings showed that the questionnaire was saturated with three factors of involvement, structure and autonomy support. Cronbach's alpha coefficient was favorable for the agents and the whole questionnaire in terms of psychometrics in all participants and the range of correlations of the set of items was favorable. Also, the significance of fitness indices in confirmatory factor analysis confirmed the three-factor model extracte. Analysis of reliability, convergent and divergent validity of the questionnaire factors showed that the questions are sufficiently accurate in assessing the factors. As a result, the Persian version of the Teacher as Social Context questionnaire in the teacher community has acceptable psychometric properties and can be used as a valid tool to measure teacher behavior in the classroom.