NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1095775
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1913-9020
Codification and Validation of Professional Development Questionnaire of Teachers
Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali
International Education Studies, v9 n4 p215-224 2016
Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on methodology and data collection procedure was descriptive-surveyed. The population consists of 400 teachers from high in Birjand in the academic year 2013-2014. A sample of 246 was estimated by Krejcie and Morgan. The instrument used in this study is a researcher's questionnaire of teachers' professional development. In order to assess the reliability and validity was used the content and construct validity by using of exploratory and confirmatory factor analysis and Cronbach's alpha. Results show that the questionnaire has good reliability and validity. According to the results of a factor analysis of the eight factors (components) were identified for professional development of teachers that explains a total of 54/69% of total variance. It can be concluded that the questionnaire would be a suitable tool for the professional development of teachers.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A