Construct Validity and Reliability Measures of Scores from the Science Teachers’ Pedagogical Discontentment (STPD) Scale
Murat Kahveci 1, 2  
,  
Ajda Kahveci 1, 2
,  
Nasser Mansour 3, 2, 4
,  
 
 
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1
Canakkale Onsekiz Mart University, Department of Middle and Secondary School Science and Mathematics Education, Canakkale, Turkey
2
King Saud University, The Excellence Research Centre of Science and Mathematics Education, Riyadh, Saudi Arabia
3
Exeter University, Graduate School of Education, Exeter, United Kingdom
4
Tanta University, Tanta, Egypt
5
King Faisal University, Al Ahsa, Saudi Arabia
CORRESPONDING AUTHOR
Murat Kahveci   

Canakkale Onsekiz Mart University, Department of Middle and Secondary School Science and Mathematics Education, Canakkale, Turkey, Faculty of Education, E4-427, Merkez, 17100 Canakkale, Turkey
Publish date: 2016-07-01
 
EURASIA J. Math., Sci Tech. Ed 2016;12(3):549–558
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ABSTRACT
Background:
The Science Teachers’ Pedagogical Discontentment (STPD) scale has formerly been developed in the United States and used since 2006. Based on the perceptions of selected teachers, the scale is deeply rooted in the cultural and national standards. Given these limitations, the measurement integrity of its scores has not yet been conclusively established internationally, such as in the Saudi Arabia context.

Materials and methods:
The items of the scale are slightly tailored to make the instrument suitable in the specific context, such as with respect to country-based regulations, reforms, and everyday practices of science teachers and their professional development initiatives.

Results:
Item-based descriptive statistics, the measure’s factor structure as opposed to its former validity studies, and factor-based reliability scores are investigated in the present report.

Conclusions:
Thus, this study extends the validity and reliability measures of the instrument to the international scale and further confirms its appropriateness to measure teacher attitudes towards inquiry-based science education initiatives.

eISSN:1305-8223
ISSN:1305-8215