Validation and Reliability of the Teacher–Student Creative Interaction Questionnaire: A Preliminary Study in Tehran Elementary Schools
Keywords:
Creative interaction, Validity, Reliability, Teacher questionnaire, Student questionnaire, Elementary schoolAbstract
The present study aimed to norm and examine the validity and reliability of the Teacher–Student Creative Interaction Questionnaire developed by Heidari (2025) in elementary schools in Tehran. This psychometric cross-sectional study was conducted among male elementary school students and teachers in Tehran. A total sample of 800 participants (500 students and 300 teachers) was selected from five educational districts (2, 5, 10, 12, and 15) using multi-stage cluster sampling. The instrument consisted of two parallel 30-item Likert-scale questionnaires (student and teacher versions). Content validity was assessed using CVR and CVI indices. Construct validity was examined through confirmatory factor analysis (CFA) and item response theory (IRT). Convergent validity was evaluated via correlations with the Torrance Test of Creative Thinking. Reliability was assessed using Cronbach’s alpha, stratified alpha, and McDonald’s omega coefficients. Normative data were generated by converting raw scores to T-scores. All items demonstrated satisfactory content validity (CVR>0.59; CVI>0.79). CFA confirmed the eight-factor structure of the student version and the six-factor structure of the teacher version with excellent model fit indices (CFI≥0.96; RMSEA<0.06). IRT analysis showed strong primary factor loadings (0.87–0.96) and minimal cross-loadings (<0.11). Reliability coefficients ranged from 0.74 to 0.87 across subscales. Convergent validity was strong, with total correlations of 0.89 (students) and 0.90 (teachers) with the Torrance creativity scores (p<0.01). Score distributions were normal, and stable T-score norms were established. The Teacher–Student Creative Interaction Questionnaire demonstrates robust psychometric properties and can be employed as a standardized instrument for educational research, school evaluation, and professional development initiatives in elementary education.
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Copyright (c) 2025 Zahra Heydari (Author); Fatemeh Shaterian; Majid Yousef Afrashtehi (Author)
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