Development and validation of an indigenous scale for measuring attitudes towards mathematics teachers (ATMT) in Ondo State, Nigeria

Abstract

This study was conducted to develop and validate an indigenous scale for measuring students’ attitudes toward mathematics teachers (ATMT) in Ondo State, Nigeria. The need for a culturally relevant and psychometrically robust instrument led to the construction of a multidimensional scale that evaluates students’ cognitive, emotional, and behavioural dispositions toward mathematics teachers. A mixed-method research design was adopted to ensure a comprehensive scale development process. The study commenced with a qualitative phase, involving an extensive literature review and interviews with students to generate culturally relevant items. This phase facilitated the identification of key constructs that shape students' attitudes toward mathematics teachers. A subsequent quantitative validation process followed, where exploratory factor analysis (EFA) was performed to determine the underlying structure of the ATMT scale, while confirmatory factor analysis (CFA) was employed to validate its dimensionality and goodness-of-fit indices. Reliability analysis was conducted using Cronbach’s alpha and composite reliability indices to ensure internal consistency. Additionally, convergent, divergent, and predictive validity indices were examined to establish the scale’s construct validity. The findings confirmed that the ATMT scale possesses strong psychometric properties, making it a reliable and valid instrument for measuring students’ attitudes toward mathematics teachers. The study concluded that the scale serves as a valuable tool for educators, policymakers, and researchers in assessing students’ perceptions of mathematics teachers. Furthermore, it recommended the application of the ATMT scale in educational research, assessments, and policy formulations aimed at enhancing teacher-student interactions, instructional quality, and mathematics education outcomes.