Validation of teacher Immediacy scale (non-verbal) in the classroom
Volume 15, Issue 58, Winter 2025, Pages 159-189
https://doi.org/10.22054/jem.2025.77717.3521
Mohammadreza Asadi Younesi, Abdollah Khaksar azghandi, Seyed Alireza Ghasemi
Abstract The teacher's Immediacy with the students is one of the effective factors on teaching and learning. Part of the teacher's intimate or direct relationship with students is non-verbal, and so far, no scale has been validated for this behavior in Iran. Therefore, the present study was conducted with the aim of validating the teacher's non-verbal Immediacy scale (Richmond et al., 2003) in the classroom. The research method was descriptive-cross-sectional. The statistical population of the research included all the teachers of different levels of education in Qutb Shahid Bronsi of Razavi province Education, from which 212 people were randomly selected as a sample. Confirmatory factor analysis confirmed the construct validity of the non-verbal teacher Immediacy questionnaire. Also, the reliability of the questionnaire was obtained using Cronbach's alpha value of 0.74, which indicates the appropriate reliability of this tool. Also, the results of the factor analysis showed that the constructed scale consists of 5 factors that explain 48.79% of the total variance. The teacher's non-verbal Immediacy questionnaire is able to measure teachers' non-verbal Immediacy by passing psychometric steps and having validity and reliability; Therefore, in addition to being effective as a self-assessment for teachers, the questionnaire can also be used in group research.