@Article{pakinsight,
AUTHOR = {},
TITLE = {Development of a Rating Scale for Measuring Teacher Classroom Autonomy in Secondary Schools in Southwestern Nigeria},
JOURNAL = {International Journal of Education and Practice},
VOLUME = {4},
YEAR = {2016},
NUMBER = {4},
PAGES = {134-147},
URL = {http://www.pakinsight.com/archive/61/04-2016/4},
ISSN = {2310-3868},
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.},
DOI = {10.18488/journal.61/2016.4.4/61.4.134.147}
}