Development of a Rating Scale for Measuring Teacher Classroom Autonomy in Secondary Schools in Southwestern Nigeria

Ruth Olufunmilayo Diyan and Alaba Adeyemi Adediwura

International Journal of Education and Practice, 2016, vol. 4, issue 4, 134-147

Abstract: The study developed Teacher Classroom Autonomy Scale (T-CARS) and estimated the validity and reliability of the scale as well as establishing the scale factor structure. The study adopted a survey design. The population comprised secondary school teachers in southwestern Nigeria and a sample of 1440 teachers that were selected from 72 secondary schools using multistage sampling procedure. Two instruments, T-CARS and School Participant Empowerment Scale (SPES) were used for data collection. Data were analysed using factor analysis and reliability analysis. The results showed that the 40-items T-CARS have seven factors of teacher classroom autonomy that accounted for 91.46% of the total scale variance and significantly converge with the SPES (r = 0.611). The internal consistency of the scale was r=0.913 (Cronbach), and r=0.736 (Spearman Split-half), p< 0.05. The study concluded that the T-CARS developed in this study is reliable, valid and suitable to measure teacher classroom autonomy in Southwestern Nigeria.

Keywords: Rating scale; Classroom autonomy; Teacher autonomy; Teacher classroom autonomy scale; Validity; Reliability; Scale convergence; Internal consistency; Teacher classroom autonomy scale (search for similar items in EconPapers)
Date: 2016
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