Development of Teaching Perspective Rating Scale for Teachers in Osun State Secondary Schools
Elufisan, Olubunmi Kemi; Dr. Adediwura, Alaba Adeyemi

Abstract
The study developed a scale for measuring teaching perspective of teachers and determined the construct validity and reliability of the scale. The sample consisted of 600 teachers which were selected from the three senatorial districts of the state using multi-stage sampling. An instrument, Teaching perspective scale (TPS) consisting of an initial set of 60 items was self-constructed. After review and moderation, the items were reduced to 44. These were subjected to the psychometric procedures of scale means, item total correlation and Cronbach Alpha if – item deleted. This led to a further reduction in the items. The final scale items were subjected to principal component analysis and other psychometric tests. Internal consistency and test–retest reliability investigations were also conducted. The results showed that the 44- item TPS was reduced to 35 items after the psychometric procedure of item retention and deletion were applied. Scree plot and eigen value methods showed that the final TPS construct validity had five factors of teaching perspectives (transmission, developmental, apprenticeship, nurturing and social reform perspective) that accounted for 99.5% of the total scale variance and it significantly converge with the Teacher Efficacy Scale (r = 0.89).The internal consistency reliability of the scale was 0.89 (Guttman), 0.90(Cronbach), and 0.551 (Spearman), p< 0.05. The study concluded that the teaching perspective scale developed in this study had adequate psychometric characteristics and was suitable to measure the teaching perspective of secondary school teachers in Osun State.

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