Educational Policy Analysis and Strategic Research
ISSN (Print): 1949-4270 - ISSN (Online): 1949-4289

Research article    |    Open Access
Educational Policy Analysis and Strategic Research 2020, Vol. 15(2) 222-237

Teaching Styles Scale: Validity and Reliability Study

Nesrin Hürriyetoğlu & Elif Kılıçoğlu

pp. 222 - 237   |  DOI: https://doi.org/10.29329/epasr.2020.251.12

Publish Date: June 20, 2020  |   Single/Total View: 763/1.106   |   Single/Total Download: 1.092/1.855

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Abstract

In this study, it was aimed to develop a valid and reliable scale to determine the teaching styles of teachers. The final scale composed of 44 items were applied to the 605 teachers with various branches. Participants are teachers who are working in private and public schools in the province of Hatay. This study is one of the types of quantitative research, scale development research. The data obtained from the teachers was analyzed with confirmatory factor analysis. AMOS software was used for data analysis. In the reliability stage of the study; the internal consistency coefficient was calculated as 0.877. As a result of the research, a scale with 3 factors 14 items was developed for the teaching styles of the teachers whose validity and reliability were provided. The reliability coefficients for the sub-factors are 0.816 for visuality, 0.760 for auditory and 0.646 for kinesthetic. This result shows that the scale is reliable.

Keywords: Teaching Style, Scale Development, Teacher, Teaching

How to Cite this Article?

APA 7th edition
Hurriyetoglu, N., & Kilicoglu, E. (2020). Teaching Styles Scale: Validity and Reliability Study. Educational Policy Analysis and Strategic Research, 15(2), 222-237. https://doi.org/10.29329/epasr.2020.251.12

Harvard
Hurriyetoglu, N. and Kilicoglu, E. (2020). Teaching Styles Scale: Validity and Reliability Study. Educational Policy Analysis and Strategic Research, 15(2), pp. 222-237.

Chicago 16th edition
Hurriyetoglu, Nesrin and Elif Kilicoglu (2020). "Teaching Styles Scale: Validity and Reliability Study". Educational Policy Analysis and Strategic Research 15 (2):222-237. https://doi.org/10.29329/epasr.2020.251.12

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