Journal of Positive School Psychology
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Vol. 1 No. 1 (2017)

April 2017

Initial Development and Validation of the Positive Teacher Scale

  • Ali Eryılmaz

Journal of Positive School Psychology , Vol. 1 No. 1 (2017), 12 April 2017 , Page 10-21
Published: 2017-09-12

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Abstract

  In literature, positive features of teachers have been investigated under many dimensions. Positive teacher studies focus more on positive teacher-student relationships. Although there are measurement tools that measure positive student-teacher relationships in the literature, there are no tools of measuring the positive teacher characteristics in a comprehensive way. The aim of this study is to develop a scale that measure positive teacher qualities. Parallel with the aim of the present study, a cross sectional research design was used. In this study, scale development process was followed. Item preparations, item analysis, exploratory and confirmatory factor analysis, reliability and validity analysis have been considered in this study. The data were collected form university students (203 individuals in exploratory analysis group; 209 individuals in confirmatory analysis group). According to factor analysis results, the scale which is consist of six dimensions which are named such as “satisfying students’ need for competence”, “building positive relationships with students”, “concretize the subject which is taught”, “being extravert”, “supporting students’ flow experience” and “supporting students’ class engagement” has 66.01% explained variance. In the future some studies might be carried out via Positive Teacher Scale.
Keywords:
  • Positive teacher
  • develop a scale
  • reliability
  • validity
  • positive psychology
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How to Cite

Eryılmaz, A. (2017). Initial Development and Validation of the Positive Teacher Scale. Journal of Positive School Psychology , 1(1), 10-21. Retrieved from https://journalppw.com/index.php/JPPW/article/view/2
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Creative Commons LicenseThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License, which allows free sharing, copying, and adaptation of the material for any purpose, even commercially, but with providing an appropriate reference to the source. This license entitles all parties to copy, share and redistribute all the articles, data sets, figures, and supplementary files published in this journal in data mining, search engines, web sites, blogs, and other digital platforms under the condition of providing references. 

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Journal of Positive School Psychology is a peer-reviewed journal covering positive psychology and provides an international forum for the science of positive psychology in education and school settings. The JPSP, which is published two times a year, is an open-access that publishes research outcomes with significant contributions to the understanding and improvement of the positive psychology of education and services in school settings. The JPSP publishes research regarding the education of populations across the life span

Journal of Positive School Psychology is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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