Development and Validation of Teacher Quality Behaviour Checklist

Abstract

This study developed and validated Teacher Quality Behaviour Checklist (TQBC) by conducting two separate studies that provided supporting evidence that shows construct validity and internal consistency of the scale. In the first study, it was aimed at identifying the factors that enhance or retard teacher quality behaviour. Seventeen items were generated through Focused Group Discussion (FGD) and literature and administered to 211 participants 108 females (51.2%) and 103 males (48.8%). The data supported a solid one dimension scale and internal consistency (Cronbach alpha of 0.86). In the second study, data collected from 184 tertiary students from a different state, also supported internal consistency of TQBC (Cronbach alpha of 0.91) in the same vein, shows a high validity index.  It was concluded that good teacher quality behaviour plays vital role in the enhancement of quality learning and as such should be emphasized and encouraged as TQBC seems to have evidence for research based on the scores obtained from the study.