Developing and Examining the Reliability and Validity of a Behavioral Support Scale for Elementary School Teachers

Abstract

This study aimed to develop a behavioral support scale for elementary school teachers and examine its reliability and validity. The exploratory factor analysis resulted in the extraction of 13 items from one factor. Additionally, adequate internal consistency was maintained throughout. Correlation analysis demonstrated both convergent and discriminant validity for each scale. Thereafter, the limitations of scale creation and potential for future use are discussed.