A Confirmatory Factor Analysis of Interpersonal Teacher Behaviour Scale: The Urdu version validation of Secondary Students’ perspectives

Authors

  • Rabia Bahoo Lecturer, Department of Education, Government Sadiq College Women University, Bahawalpur, Pakistan
  • Ismat Nasim Lecturer, Department of Economics, Government Sadiq College Women University Bahawalpur, Pakistan
  • Ruqia Shaheen Lecturer, Department of Economics, National University of Modern Languages, Multan Campus, Pakistan
  • Muhammad Latif Javed Lecturer, Department of Education, The Islamia University of Bahawalpur, Bahawalnagar Campus, Pakistan

DOI:

https://doi.org/10.47067/reads.v6i3.258

Keywords:

Students, Validity, Urdu translation, Reliability, Secondary School

Abstract

The interpersonal teacher behavior’ model has been used in various countries. The validity of this instrument has been shown in different languages except in Pakistan. Therefore, this study aimed to validate students’ perceptions of teachers’ classroom interaction (QTI) in the Urdu version. To attain the purpose of the current investigation the secondary school students in Pakistan were taken as a sample, out of which 52% were boys and 48% girls. The Urdu translation of the QTI was used to accumulate the data. The Confirmatory factor analysis has been run to calculate the accuracy of the QTI structural model. Results confirm the fitness of the QTI structural model and support that Urdu translation of the QTI also applies to Pakistani secondary school students.

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Published

2020-09-30

How to Cite

Bahoo , R. ., Nasim , I. ., Shaheen, R. . ., & Javed, M. L. . . (2020). A Confirmatory Factor Analysis of Interpersonal Teacher Behaviour Scale: The Urdu version validation of Secondary Students’ perspectives. Review of Economics and Development Studies, 6(3), 715-725. https://doi.org/10.47067/reads.v6i3.258