Development of classroom management anxiety scale for candidate teachers (CMAS-CT) and analysis of its psychometric properties
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Abstract
The aim of the study is to develop a new scale, called the ‘classroom management anxiety scale for candidate teachers (CMAS-CT)’. This study was carried out on three different groups consisting of university senior class students from Mehmet Akif Ersoy University in Turkey. The psychometric properties of the scale (CMAS-CT) were analysed by means of item analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and internal consistency and split-half methods. The EFA results demonstrated that the scale comprised of five factors. As a result of the EFA, the factor loadings of 25 items in the five factors were found to vary between 0.39 and 0.85. These five factors explained 54% of the total variance. CFA results demonstrated that five dimensional model provides good fit as per obtained fit index values. In conclusion, CMAS-CT can be used as a reliable and valid measure for Turkish university senior class students.
Keywords: Classroom management, anxiety, classroom management anxiety, candidate teacher
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