Development and Validation of Teachers’ Attitude Scale in Teaching English Reading (TAS-TER)

Abstract

The main purpose of the present study was to develop and validate a scale
to measure the attitude of English teachers towards teaching reading at
early grade level called Teachers’ Attitude Scale in Teaching English
Reading (TAS-TER) with three sub-dimensions: Affective factor of
attitude (AFA), Behaviourial Factor of Attitude (BFA) and Cognitive
Factor of Attitude (CFA). The initial draft, comprising of Fifty-five (55)
items, was pilot tested on 250 English teachers teaching grade II in Public
sector schools in district Gujrat, Punjab, Pakistan. Exploratory factor
analysis (EFA) was ensured through SPSS version-26, with factor loading
less than 0.5 were deleted from the tool. Moreover, Confirmatory factor
analysis (CFA) was also ensured to make the model fit, through AMOS
software. Results of the test affirmed that the model is a valid and reliable;
reduced to twenty-five (25) items with α = 0.822, out of which nine (9)
items retained for AFA with α =0.865, seven (7) items for the BFA with
α = 0.866, and nine (9) items retained for CFA with α = 0.928. Thus, the
results provided evidence to use the TAS-TER to identify and measure the
teachers’ attitude in teaching English reading skill at early grade level.