The Factor Analysis, validity, Reliability and Standardization of Teacher Violence Scale (TVS) among High School and Pre University Students

Subject Areas : Educational Psychology

Tahereh Pazhoohi ¹ , Mohammad Ali Nadi ²

1 - دانشجوی دکتری روانشناسی تربیتی، واحد اصفهان، دانشگاه آزاد اسلامی، اصفهان (خوراسگان)،ایران
2 - دانشیار گروه علوم تربیتی، دانشکده علوم‌تربیتی و روانشناسی، واحد اصفهان، دانشگاه آزاد اسلامی، اصفهان (خوراسگان)، ایران

Received: 2015-11-21 Accepted : 2016-08-15 Published : 2017-08-23

Keywords: Reliability, validity, high school students, teacher violence, factor construction,

Abstract :

The aim of this research was to construct and validate the teacher violence scale, which measures different forms of violent behaviors displayed by teachers against students. 374 students were selected from Gachsaran through randomized categorical sampling as a sample, which responded to Piskin et al.ʼs (2014) teacher violence scale and Nadi and Alsafiʼs (2013) teachersʼ retaliatory behaviors questionnaire. The Cronbach’s Alpha coefficients were found to be 0.90 for the entire scale, and 0.87, 0.79, 0.85, 0.72 and 0.77 for physical violence, taunting, critics, oppress and sexual violence respectively. The exploratory factor analysis of the scale showed that it has five factors with opimal fit indices (p>0.05). Moreover, this scale can be used as a diagnostic instrument to determine the extent of teacher violence at schools

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Bazargan, Z., & Gholamali Lavasani, M. (2003). Physical violence at schools and strategies for its prevention and reduction. Educational Innovations, 6, 13-30 [In Persian].

Bontis, N., Crossan, M. M., & Hulland, J. (2002). Managing an organizational learning system by aligning stocks and flows. Journal of Management Studies, 39(4), 437-69.

Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: The Guilford Press.  

Chen, J. K., & Astor, R. A. (2010). School Violence in Taiwan: Examining how Western risk factor predicts school violence in an Asian culture. Journal of Interpersonal Violence, 25(8), 1388-1410.  

Conoley, J. C., & Goldstein, A. P. (Eds.) (2004). School violence intervention: A practical handbook (2^nd Ed.). New York: Guilford.

Daneshpajouh, Z. (1996). Reward and punishment from the perspectives of specialists and theorists of education. Education Quarterly, 45, 83-109 [In Persian].

DeVellis, R. F. (2003). Scale Development: Theory and Applications, 2nd ed. Newbury Park, CA: Sage.

Farag Elbla, A. (2012). Is Punishment (Corporal or Verbal) an Effective means of Discipline in Schools? : Case Study of Two Basic Schools in Greater hartoum Sudan. Social and Behavioral Sciences, 69, 1656 – 1663.

Furlong, M. J., & Morrison, G. M. (1994). Addressing school violence as part of schools’ educational mission. Preventing School Failure, 38(3), 10-17.

Furlong, M. J., Morrison, R., & Clontz, D. (1993). Planning principles for safe schools. School Safety, spring, 23-27.       

Gatignon, H., Tushman, M. L., Smith, W., & Anderson, P. (2002). Astructural approach to assessing innovation: construc development of innovation locus, type andcharacteristics, Management Science, 48(9), 1103-2.

Ghazanfari, A., & Riahi, H. R. (2004). The effect of punishment on students' self-esteem. Research on Curriculum, 3, 1-14 [In Persian].

Gözütok, F. D. (1993).Disiplin sağlamada öğretmen davranışları [Teacher behavior in maintaining discipline]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 25, 703-711.

Gruys, M, L., & Sackett, P. R. (2003). Investigating the Dimensionality of Counterproductive Work Belavior. International Journal of selection and Assessment, 11(1), 30-42.

Harman, A. & Tutkun, O. (2011). Attitude of Prospective Teachers’ Towards Violence. International Online Journal of Educational Sciences, 3 (1), 67-78.

Heckera, T., Hermenaua, K., Aisele, D., & Elbert, T. (2014). Corporal punishment a children’s externalizing problems: A cross-sectional study of Tanzanian primer school aged children. Child Abuse & Neglect, 38,884-892.  

Houman, H. A. (2005). Structural equation modeling using LISREL software. Tehran: SAMT Publisher [In Persian].

Karimi, F. (2011). Investigating different kinds of verbal violence and their causes from of studentsʼ and teachersʼ perspectives. Research on Criminal Justice, 4, 85-102 [In Persian].   

Kouhestani, H. A. (1997). The relationship between corporal punishment and aggression, depression and academic failure. Journal of Literature and Humanities, Tabriz University, 165(40), 153-175 [In Persian].   

Mahabadi, S. (2008). Investigating the relationship between moral-social deviant behaviors of high school students of Isfahan and academic factors. Ministry of Education and Research, Research Council of Education Administration of Tehran Province, 52-64 [In Persian].

Mohammadi, H. (2006). Investigating the factors affecting aggression in male students of secondary education Ardabil province. Ministry of Education, Research Council of Education Administration of Ardebil, 47-60 [In Persian].

Nadi, M. A., & Alsafi, M. (2013). The structural model of person-organization fit and job alienation with retaliatory behaviors among teachers. Leadership and Management Training, 7 (3), 113-128 [In Persian].

Nadi, M. A., & Damadi, S. M. (2009). Structural equation modeling of the relationship among knowledge management, quality management, and its components and dimensions of the learning organization among employees of Iran Insurance Company. Journal of Industrial Management, 10, 1-14. Sanandaj: Islamic Azad University of Sanandaj, [In Persian].

Nadi, M. A., & Sajjadian, I. (2010). Introduction to the methods of applied research in humanities. Isfahan: Islamic Azad University, Khurasgan Branch [In Persian].

Nadi, M. A., & Sajjadian, I. (2010). Investigating the factor structure, reliability, validity and standardization of different dimensions of learning organization scale at universities: Learning university scale. Education Sciences, 12, 121-142 [In Persian].

Öğülmüş, S. (1995). Okullarda (liselerde) şiddet ve saldırganlık [Violence and aggressiveness in schools (in high schools)]. Unpublished report. Ankara University, Faculty of Educational Sciences, Ankara.

Oloumi Yazdi, M. T. (2001). Corporal punishment at schools and its consequences. Education, 66, 31-46 [In Persian].

Pişkin, M. (2006). Okul şiddeti: Tanımı, yaygınlığı ve önleme stratejileri [School violence: Definition, prevalence, and prevention strategies].Kamuda Sosyal Politika, 1(2), 43-62.

Pişkin, M., Atik, G., Çınkır, Ş., Ogulmus, S., Babadoğan, C., & Çokluk, O. (2014). The development and validation of Teacher Violence Scale. Eurasian Journal of Educational Research, 56, 1-24.

Robinson, S. L., & Benntt, R. J. (1995). Atypology of deviant workplace behaviors: Amultidimenspnal Scaling study. Academy of Management Journal, 38,555-572.

Straus, M. A. (1991). Discipline and deviance: Physical punishment of children and violence and other crime in adulthood. Social Problems, 38(2), 133-154.

Sümer, Z., H., & Aydın, G. (1999). Incidence of violence in Turkish schools: A review. International Journal for the Advancement of Counseling, 21, 335- 347.                 

Telli, S., den Brok, P. & Cakuoglu, J. (2008). Teacher and student perceptions of the ideal teacher. Education and Science, 33(149),118-129.

World Health Organization (WHO) (2002). World Report on Violence and Health: Summary. Geneva, 4.