Analyse critique des démarches de vérification des qualités psychométriques du Questionnaire for Teacher Interaction (QTI)

Many studies that are conducted to test psychometric properties of questionnaires used in educational settings do not seem to use correctly the statistical analyzes or to arrive to an appropriate interpretation of the results achieved (Beavers et al. 2013). Research carried out with the Questionnaire on Teacher Interaction (QTI) does not escape this observation although this tool has been the subject of more than 1000 peer-reviewed publications over the last two decades. The purpose of this study is to describe and analyze in a critical way different protocols of verification of the psychometric qualities that were used with this questionnaire. To do this, a corpus of twenty-three studies published between 1985 and 2016 was constituted according to a systematic process of documentary research. The analysis of the data was carried out using framework created to identify, for each study, the context, the type of validity and fidelity concerned, the types of statistical techniques, the characteristics of the samples and the version of the QTI being validated. These elements led to two systematic comparisons, one between the targeted studies and the other to establish their adequacy with the general principles recommended on methodology. We have formulated, for each identified deficiency, some proposals to improve and systematize future validation processes of the QTI.