The development of classroom environment perceptions scale for pre-service teachers
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Date
2019
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Publisher
Ankara Üniversitesi
Abstract
The purpose of this research study was to develop a classroom environment instrument for
assessing pre-service teachers’ classroom environment perceptions and investigate its validity
and reliability. In this study, the instrument was developed according to constructivism,
environment congruence theory and also the studies of Fraser and his colleagues. The pilot form
of Classroom Environment Perceptions Scale of Pre-Service Teachers (CEPSPT) consisted of
60 items. It included Moos’ (1974) three dimensions of classroom environments. For the
exploratory factor analysis (EFA) 520 pre-service teachers and for the confirmatory factor
analysis (CFA) 280 pre-service teachers participated in the study. By implementing EFA and
CFA, the factor structure of CEPSPT was confirmed. The internal consistency of sub-scales
changed from .72 to .85. As a result, the CEPSPT included 38 items and consisted of six subscales.
Description
Keywords
Classroom environment, Factor analysis, Scale development