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International Journal of Education and Practice

April 2016, Volume 4, 4, pp 134-147

Development of a Rating Scale for Measuring Teacher Classroom Autonomy in Secondary Schools in Southwestern Nigeria

Ruth Olufunmilayo Diyan


Alaba Adeyemi Adediwura

Ruth Olufunmilayo Diyan 1 Alaba Adeyemi Adediwura 1 ,

  1. Department of Educational Foundations and Counselling Faculty of Education Obafemi Awolowo University, Ile-Ife, Nigeria 1

Pages: 134-147

DOI: 10.18488/journal.61/2016.4.4/

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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.

Contribution/ Originality
The study generated appropriate, valid and reliable items with which teacher classroom autonomy can be measured. It also provided information on ways through which school administrators; teachers and other stakeholders can ensure that teachers have good institutional knowledge in order to effectively address imagined constraints on teaching and learning.


Rating scale, Classroom autonomy, Teacher autonomy, Teacher classroom autonomy scale, Validity, Reliability, Scale convergence, Internal consistency, Teacher classroom autonomy scale.



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This study received no specific financial support.

Competing Interests:

The authors declare that they have no competing interests.


All authors contributed equally to the conception and design of the study.

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