Teacher behavior scale to support reflective thinking: A validity and reliability study in the context of mathematics teachers

The aim of the study is to examine the validity and reliability of the "Teacher Behaviors Supporting Reflective Thinking Scale", which was created to determine teacher behaviors that support reflective thinking. The research is in the descriptive survey model and the sample of the research consists of 695 students in the 6th and 7th grades of Bandırma, Balıkesir. The item pool created by the researcher after the relevant literature review was evaluated by experts, and after the necessary corrections, a pilot application was carried out in a different student group. The draft scale consisting of 55 items was applied to 422 students. With the data obtained, a scale structure consisting of 30 two-dimensional items was obtained after the AFA performed in the R program. It was determined that 30 items were associated with the two-factor structure with a factor load value of more than 0.40. The total variance explained was 44%. It was seen that the fit indexes of the scale structure, which was verified as a result of the DFA performed in the R program with the data of 273 students, were in perfect and acceptable ranges. In the path diagram of the scale, the level of representing their own latent variable for all items was found to be significant at the 0.01 level. If the item-total correlation values were found above .30, it was interpreted that the items were distinctive in terms of the feature they measured. No negative correlation was found between the items. According to the AFA and DFA data, the reliability coefficient of the scale and its dimensions was found to be over .80. As a result, the validity and reliability of the scale in the determined sample is expected to contribute to the field in determining teacher behaviors that support reflective thinking.