THE DEVELOPMENT OF THE EFFECTIVE INSTRUCTIONAL STRATEGIES SCALE (EISS): A STUDY OF RELIABILITY AND VALIDITY

It has been widely accepted that the designation of the learning process through various teaching strategies is a very effective technique to increase student achievement. In particular, Marzano, Pickering and Pollock’s nine-dimensional structure in relation to effective teaching strategies bringing together a great deal of research findings is quite remarkable. The aim of this research was to examine the psychometric properties of the Effective Instructional Strategies Scale (EISS) which measures the teachers’ use of effective teaching strategies. The data of this quantitative research obtained from 501 teachers. The research data were examined in terms of construct validity, criterion validity, content validity and face validity. Construct validity was tested through Exploratory Factor Analysis (EFA) and validated through Confirmatory Factor Analysis (CFA). As for the reliability; the internal consistency coefficients (Cronbach Alpha) and item total correlations were estimated, and the stability were established through test-retest reliability coefficients. As a result, it was found that eight-factor and 29-item EISS is a valid and reliable scale