Title: Developing and validating a transformative classroom management scale

Authors: Leila Moghtadaie

Addresses: Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

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.

Keywords: scale; schools; teachers; transformative classroom management; validation.

DOI: 10.1504/IJMIE.2023.133221

International Journal of Management in Education, 2023 Vol.17 No.5, pp.460 - 478

Received: 02 Dec 2021
Accepted: 29 Mar 2022
Published online: 01 Sep 2023 *

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