Teacher support strategy is among human behaviors that influences student's beliefs and development. But according to studies, despite the importance of this strategy in educational settings, there is no measure to identify its type and intensity. Therefore, in this stu
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Teacher support strategy is among human behaviors that influences student's beliefs and development. But according to studies, despite the importance of this strategy in educational settings, there is no measure to identify its type and intensity. Therefore, in this study, based on the existing theoretical definitions, the operational definition of this concept was investigated and finally, there was an attempt to measure this concept by defining a questionnaire tool. For this purpose, the present study, using a descriptive-analytical cross-sectional approach, in the year 1398 surveyed the views of 1071 female teachers of physical education in 19 districts of Tehran. According to Cochran formula, 387 people were designated and randomly selected based on the classification of Tehran city. Validity of the implement was assessed by CVR and CVI for content validity, paired sign test for criterion validity and factor analysis for construct validity. Also, test-retest and Cronbach's alpha coefficient were used to assess reliability. Data analysis was one using SPSS and Smart PLS software. The results showed that the tool designed in this study has the ability to measure and typify teacher support strategy with acceptable validity and reliability based on 4 vectors and 10 pair-scale constructs.
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