Validity and Reliability of the Teacher Credibility Scale

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran

2 Assistant Professor, Department of Psychology and Counselling, Farhangian University, Tehran, Iran.

10.22034/jam.2025.143674.1105

Abstract

The objective of the present study was to examine the Validity and reliability of McCroskey and Teven's (1999) Teacher Credibility Scale. The present study was descriptive survey research, which was employed on a population of male and female student-teachers in batches of 2020, 2021, and 2022 of Farhangian University in the Kurdistan Province with 1,364 participants in total. Through systematic random sampling, a sample size of 265 participants was selected. Data were collected with the use of the Teacher Credibility Scale. Analysis of data involved first- and second-order confirmatory factor analysis (CFA), Cronbach's alpha coefficient, and one-sample t-tests. Findings indicated that the scale items may be reduced to three latent factors: competence, goodwill (caring), and trustworthiness. The total scale's reliability coefficient was 0.93, and subscale reliability was 0.87 to 0.88. Overall, the outcomes confirmed the internal consistency and the construct validity of the Teacher Credibility Scale for use with the sample of Iranian students without deleting items. Since ther are no proper instruments to test learners' perceptions of teacher credibility in Iran, this scale fills the gap effectively as a reasonable measure for evaluation of this construct among Iranian school students and teacher-students, respectively.

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References

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Journal of Academic Management
Volume 3, Issue 3 - Serial Number 10
October 2024
Pages 127-113

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