Development and Psychometric Properties of Student Teacher Relationship Scale

Description

Page: 998-1004

V A Ajitha¹ and Soumya Starlet C T² (Department of Psychology, Christ College (Autonomous), Irinjalakuda, Calicut University, Kerala¹ and Department of Psychology, Prajyoti Niketan College, Pudukad, Calicut University, Puthukkad, Kerala²)

The objective of this research endeavour is to develop and validate a Malayalam version of the Student-Teacher Relationship Scale. Key components of the student-teacher relationship should be identified. The following are included: trust, communication, emotional support, respect, and incentive. It is crucial to determine whether the scale will assess general relationships or specific aspects, such as academic, emotional, or social. Five hundred participants participated in the investigation. The self-report Student Teacher Relationship Scale (STRS) is used to assess students’ perceptions of instructors, as well as the elements that define their relationships with teachers and how these connections directly and indirectly influence their academic achievement. This scale is administered to students in lower secondary and higher secondary schools to assess the quality of the relationship between students and instructors. A cross-sectional methodology was implemented for this investigation. There were 34 items divided into 3 categories: Teacher Support (17 items), Intimacy (11 items), and Teacher Quality (6 items). The results showed that the 34-item measure had a split-half reliability of 0.90 and a high level of internal consistency (α>0.88).