1- Department of Psychology, BA. C. Islamic Azad University, Bandar Abbas, Iran
2- Department of Psychology, BA. C. Islamic Azad University, Bandar Abbas, Iran ,noushintaghinezhad@iau.ac.ir
3- Department of Psychology, BA. C. Islamic Azad University, Bandar Abbas, Iran
4- Department of Psychology, BA. C. Islamic Azad University, Bandar Abbas, Iran
2- Department of Psychology, BA. C. Islamic Azad University, Bandar Abbas, Iran ,
3- Department of Psychology, BA. C. Islamic Azad University, Bandar Abbas, Iran
4- Department of Psychology, BA. C. Islamic Azad University, Bandar Abbas, Iran
Abstract: (138 Views)
Objective: The present study aimed to investigate the psychometric properties of the Teacher Empowering Structure Scale among teachers in Bandar Abbas County, utilizing a psychometric development approach.
Methods: An exploratory mixed-methods design was employed across qualitative and quantitative phases. The qualitative population comprised 8 psychology professors selected via snowball sampling to assess content validity using the Waltz and Bausell method. The quantitative population consisted of teachers in Bandar Abbas County; 500 were selected via multi-stage cluster sampling, with final analyses conducted on 494 individuals. Data were collected using the back-translated Teacher Empowering Structure Scale (Altinkurt & Iliman, 2017). Item analysis was conducted using Classical Test Theory (CTT) and the Graded Response Model (GRM).
Results: Content validity indices indicated satisfactory Content Validity Ratio (CVR = 0.972) and Content Validity Index (CVI) values. Confirmatory Factor Analysis supported a five-factor structure: Participative Decision-Making Environment (9 items), Responsive Environment (4 items), Professional Development Supportive Environment (4 items), Facilitating Environment (7 items), and Autonomy Supportive Environment (6 items). Item factor loadings ranged from +0.41 to +0.93. Based on the GRM, the items exhibited optimal information around the average theta level. Internal consistency analysis showed an overall Cronbach’s alpha of 0.876, while IRT marginal reliability coefficients for the subscales ranged from 0.77 to 0.90.
Conclusions: The findings indicate that the Teacher Empowering Structure Scale demonstrates strong validity, reliability, and measurement precision, making it a suitable and robust tool for assessing the empowering structure among teachers in the Iranian population.
Methods: An exploratory mixed-methods design was employed across qualitative and quantitative phases. The qualitative population comprised 8 psychology professors selected via snowball sampling to assess content validity using the Waltz and Bausell method. The quantitative population consisted of teachers in Bandar Abbas County; 500 were selected via multi-stage cluster sampling, with final analyses conducted on 494 individuals. Data were collected using the back-translated Teacher Empowering Structure Scale (Altinkurt & Iliman, 2017). Item analysis was conducted using Classical Test Theory (CTT) and the Graded Response Model (GRM).
Results: Content validity indices indicated satisfactory Content Validity Ratio (CVR = 0.972) and Content Validity Index (CVI) values. Confirmatory Factor Analysis supported a five-factor structure: Participative Decision-Making Environment (9 items), Responsive Environment (4 items), Professional Development Supportive Environment (4 items), Facilitating Environment (7 items), and Autonomy Supportive Environment (6 items). Item factor loadings ranged from +0.41 to +0.93. Based on the GRM, the items exhibited optimal information around the average theta level. Internal consistency analysis showed an overall Cronbach’s alpha of 0.876, while IRT marginal reliability coefficients for the subscales ranged from 0.77 to 0.90.
Conclusions: The findings indicate that the Teacher Empowering Structure Scale demonstrates strong validity, reliability, and measurement precision, making it a suitable and robust tool for assessing the empowering structure among teachers in the Iranian population.
Keywords: Psychometric properties, Teacher Empowering Structure, Classical Test Theory (CTT), Graded Response Model (GRM)
Type of Study: Original |
Subject:
Evolutionary Psychology
Received: 2025/09/7 | Accepted: 2025/10/28
Received: 2025/09/7 | Accepted: 2025/10/28
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