Developing and validating a transformative classroom management scale

Abstract

The present study aimed to develop and validate a transformative classroom management scale in the school settings. The research method of the study was survey (factor analysis). The population of the study included all of the primary school teachers in Isfahan in 2020. According to the Cochran sample size determination formula, 240 teachers were selected using random sampling based on the inclusion and exclusion criteria. The results of the convergent validity evaluation showed that the average variance extracted for all of the factors was satisfactory since it was higher than 0.5. Moreover, the Cronbach's alpha reliability and composite reliability indices were higher than 0.7 and indicated that the reliability and convergent validity indices of the transformative classroom management scale were satisfactory. It was argued that, this scale could be used as a reliable and valid instrument in the education system in order to train both the novice and experienced teachers. © 2023 Inderscience Enterprises Ltd.