Introduction and Validation of the Teacher Confirmation Scale

Zandi, Khalil; Allahkarami, Azad; Rahimi, Shahla

doi:10.22054/jem.2025.81953.3565

Document Type : Research Paper

Authors

¹ Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran

² Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

³ PhD of curriculum, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

https://doi.org/10.22054/jem.2025.81953.3565

Abstract

Teacher confirmation is among the most significant communicative behaviors influencing student learning. The objective of the present research was to develop and validate the Teacher Confirmation Scale (Ellis, 2000). This study was applied in objective and descriptive-correlational in its methodology. The research population comprised all third-grade students in the second period of secondary school in Kermanshah. Using a convenience sampling method and following established guidelines for sample size in structural equation modeling, a sample of 210 students was selected. The data collection instrument was the Teacher Confirmation Scale (Ellis, 2000). Data analysis was conducted using first- and second-order confirmatory factor analysis, Cronbach's alpha, an independent samples t-test, and a one-way analysis of variance. The findings confirmed the factor structure of the Teacher Confirmation Scale, which consisted of 16 items and three components in the studied Iranian sample: responding to students' questions/comments, demonstrating interest in students and their learning, and teaching style. The overall reliability of the scale, calculated using Cronbach's alpha, was 0.83, with the reliability for its individual components ranging from 0.74 to 0.80. Furthermore, the findings revealed that students in mathematics perceived teacher confirmation behaviors significantly less frequently than did their peers in experimental sciences and humanities. In conclusion, the results indicate that the Teacher Confirmation Scale demonstrates adequate validity and reliability within the sampled Iranian student population. Therefore, this instrument can be effectively utilized to assess teacher confirmation behaviors in this context.

Keywords

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Introduction and Validation of the Teacher Confirmation Scale

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Volume 16, Issue 62December 2025Pages 29-52

Volume 16, Issue 62
December 2025
Pages 29-52