Adaptation and evaluation of an Estonian version of the Questionnaire on Teacher Interaction (QTI)

The main aim of our study was to adapt the Questionnaire on Teacher Interaction (QTI) to an Estonian context. The QTI was translated and evaluated by three educational researchers and validated with a sample of 508 students from grades 6 and 9 in 13 middle schools. When statistical analyses were uti...

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Bibliographic Details
Published in:Learning environments research 2024-12, Vol.27 (3), p.557-578
Main Authors: Palk, Kristi, Leijen, Äli, Baucal, Aleksandar, Lepp, Liina
Format: Article
Language:English
Subjects:
Adaptation
Behavior
Classrooms
Education
Educational Technology
Learning
Learning and Instruction
Original Paper
Questionnaires
School environment
Sociology of Education
Students
Teachers
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Summary:The main aim of our study was to adapt the Questionnaire on Teacher Interaction (QTI) to an Estonian context. The QTI was translated and evaluated by three educational researchers and validated with a sample of 508 students from grades 6 and 9 in 13 middle schools. When statistical analyses were utilized to investigate reliability and validity of the EstQTI, validity was supported to some degree. However, the underlying circumplex model was not fully confirmed and, therefore, further improvement of the instrument is needed. The factors in the study explained a variance of 68% and the reliability of the eight resulting scales ranged between 0.75 and 0.92. The results are encouraging and indicate that EstQTI has the potential to investigate teacher–student interaction in Estonia.
ISSN:1387-1579
1573-1855
DOI:10.1007/s10984-023-09491-9