Standardization and Calibration of Teaching Aptitude Scale

Abstract

In research work, after problem selection and formulation of hypotheses, the researcher faces the problem of collecting data required to test the hypotheses, these are solved by research tools. Research instruments are those tools using which the researcher collects data. The conclusions of any research work are obtained on the basis of these data. Therefore, research tools provide scientific basis to any research. The term “teaching aptitude” refers to a condition or set of qualities that a person possesses that demonstrate their capacity to comprehend not only the subject matter but also the objectives and processes of education. It estimates one’s ability to clarify obscurities and explain challenging points. Companies and higher education institutions have a competitive advantage when people have right skills. Because of this, focus should be given to finding and creating the right policies and strategies to help employees and teachers develop and evaluate their right skills. Teachers are the foundation of education, and students’ success largely depends on the right talent and attitude of teachers. The teaching aptitude scale will prove to be very useful for students, teachers and all other people of the society. While constructing the teaching aptitude scale, the researcher first obtained the material for constructing the test by reading various books, observing experimental works and studying related literature in depth. After this, the initial draft of the teaching aptitude scale was prepared. In which 12 dimensions/areas and 135 statements were kept. Based on the suggestions of teaching experts and educational experts some statements were removed and necessary improvements were made in the scale by adding some new statements. On the basis of these suggestions, the second draft of the scale was prepared. In which 114 statements were selected. After this, each statement of the scale was analyzed. After post-analysis, 95 statements were obtained in the final format of the scale. The face and inter subject validity of the scale was determined by consulting teaching experts and educational experts. The reliability of the scale was determined by the Split-Half Method and Test-Retest Method. Which were obtained as 0.87 and 0.89 respectively. The results of the scale were interpreted using Z-score criteria.