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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.61/2016.4.4/61.4.134.147

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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.

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.

Keywords:

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

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Reference:

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Funding:

This study received no specific financial support.

Competing Interests:

The authors declare that they have no competing interests.

Acknowledgement:

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

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