A Confirmatory Factor Analysis of Interpersonal Teacher Behaviour Scale: The Urdu version validation of Secondary Students’ perspectives

The interpersonal teacher behavior’ model has been used in various countries. The validity of this instrument has been shown in different languages except in Pakistan. Therefore, this study aimed to validate students’ perceptions of teachers’ classroom interaction (QTI) in the Urdu version. To attain the purpose of the current investigation the secondary school students in Pakistan were taken as a sample, out of which 52% were boys and 48% girls. The Urdu translation of the QTI was used to accumulate the data. The Confirmatory factor analysis has been run to calculate the accuracy of the QTI structural model. Results confirm the fitness of the QTI structural model and support that Urdu translation of the QTI also applies to Pakistani secondary school students.