Abstract
This study focused on developing and validating the School Teacher Effectiveness Questionnaire (STEQ)
based on students’ perceptions employing the National Professional Standards for Teachers in Pakistan.
Using the stratified sampling technique, the data were collected from 2009 students of grade 9 in District
Khanewal. The overall reliability of the STEQ was found to be high (α=.88), while the scale-wise
reliabilities ranged from .70 to .76. Exploratory factor analysis revealed that STEQ was a valid measure
with five factors: Subject matter knowledge, Instructional Planning and Strategies, Assessment,
Classroom Environment, and Effective Communication. Confirmatory factor analysis revealed that STEQ
presented a good fit model with a significant value of χ2, and values of RMSEA, GFI, and CFI presented
a good fit model as well. The findings of the model provided initial evidence of a valid and reliable
instrument to measure teacher effectiveness at school levels. The recommendations have also been
discussed in the study.
Muhammad Akram. (2018) Development and Validation of School Teacher Effectiveness Questionnaire, Journal of Research and Reflections in Education, Volume 12, Issue 2.
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