Designing and Validating a Scale of Teachers` Instructional Strategies

• Main Authors: Ehsan Azimpour, Javad Mesrabadi, Peyman Yarmohammadzadeh
• Format: Article
• Language: fas
• Published: Islamic Azad University, Tabriz Branch 2015-12-01
• Series: آموزش و ارزشیابی
• Subjects: designing; validating; teacher's instructional strategies; exploratory factor analysis
• Online Access: http://jinev.iaut.ac.ir/article_518880_35335e3e980ba4cee9d26b5ebfe679fd.pdf

This research was designed to achieve two objectives: a) designing a scale of teachers' instructional strategies and b) Validating the scale. To this end, Delphi method and content analysis were used to design the scale and a within group plan, using descriptive – survey method, was used to validate the scale. This study included two samples: for the first purpose of the study 43 teachers, through convenient sampling, were selected and for the second purpose 354 teachers, through stratified random multistage cluster sampling were chosen. To collect the data, two researcher – made instruments were employed. The first questionnaire included an open-ended question in which the teachers were required to list their instructional strategies in their class. The second questionnaire was a 29 – item scale in which the items were chosen from among the teachers` instructional strategies through content analysis and exploratory factor analysis. The results of the exploratory factor analysis showed that all of the teachers` instructional strategies can be classified in seven categories including strategies of learner – centered (cognitive activation), group – based education, focusing and motivating, providing an optimal environment, direct teaching (teacher – centered), controlling the educational process, and preparation. Teachers can employ various instructional strategies to provide appropriate learning environment for students and directly affect the quality of educational process.