In literature, positive features of teachers have been investigated under many dimensions. Positive teacher studies focus more on positive teacher-student relationships. The aim of this research was to Investigation of factor construction, validity, reliability and stan
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In literature, positive features of teachers have been investigated under many dimensions. Positive teacher studies focus more on positive teacher-student relationships. The aim of this research was to Investigation of factor construction, validity, reliability and standardization the scale of positive teacher 280 Second grade students were multistage cluster randomly selected as sample of thestudy from high school in Tehran in year 2019-2020. These students responded to the Eryılmaz Positive Teacher Questionnaire. In the reliability of the study, Chronbachʼs Alpha coefficient, Guttman, Spearman -Brown and in the validity of confirmatory factor analysis have been used. The Cronbach’s Alpha coefficients were found to be 0.73 for positive teacher scale, and 0.95, 0.83, 0.82, 0.88, 0.94, 0.91 for Subscales) satisfying students need for competence, building positive relationships with students, concretize the subject which is taught, being extravert, supporting students flow experience and supporting students class engagement (respectively. The exploratory factor analysis of the scale showed that it has six factors with opimal fit indices.
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