Psychometric Evaluation of the Elementary School Student’s Percevied Teacher Trust Behavior Scale
DOI:
https://doi.org/10.70152/jees.v3i1.384Article Metrics
Keywords:
academic support, competence recognition, emotional support, moral recognition, teacher trust behaviorAbstract
Students' perceptions of trust behaviors are associated with learning engagement, academic motivation, and positive classroom behavior. The availability of evidence on psychometric quality and structural stability of this scale in a wide range of samples is limited. This study aims to evaluate the psychometric properties of PTTBS in elementary school students. A quantitative cross- sectional design was employed involving 340 participants. Data were collected using PTTBS, which comprises four dimensions: emotional support, moral recognition, academic support, and competence recognition. Psychometric evaluation was carried out by Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) using SmartPLS 4. The findings supported the four-dimensional structure of this instrument. In addition, the results show satisfactory reliability, convergent validity, discriminant validity, as well as model fit, indicating that the items maintained adequately represent each construct. These results suggest that PTTBS is a valid and reliable instrument for measuring elementary school students’ perceptions of teacher trust behavior. This research strengthens the construction of PTTBS in the context of elementary schools in Indonesia and makes an empirical contribution to the use of PTTBS in educational research.
Downloads
References
Andrade C. (2021). The inconvenient truth about convenience and purposive samples. Indian J Psychol Med, 43(1), 86–88. https://doi.org/10.1177/0253717620977000
Cheug, G. W., Cooper, H. D., Rebecca, T., & Wang, L. C. (2024). Reporting reliability , convergent and discriminant and best ‑ practice recommendations. In Asia Pacific Journal of Management (Vol. 41, Issue 2). Springer US. https://doi.org/10.1007/s10490-023-09871-y
Dash, G., & Paul, J. (2021). CB-SEM vs PLS-SEM methods for research in social sciences and technology forecasting. Technological Forecasting and Social Change, 173, 121092. https://doi.org/10.1016/j.techfore.2021.121092
Engels, M. C., Spilt, J., Denies, K., & Verschueren, K. (2021). The role of affective teacher-student relationships in adolescents ’ school engagement and achievement trajectories. Learning and Instruction, 75, 101485. https://doi.org/10.1016/j.learninstruc.2021.101485
Fitriyani, E., Gusripanto, E. (2021). Teacher Support and Student Engagement : Correlation Study on Students of SMPN 4 Rengat Barat. Journal of Psychology and Instruction, 5(1), 26–32. https://doi.org/10.23887/jpai.v5i1.37735
Gini, G., Thornberg, R., Bussey, K. et al. (2022). Longitudinal links of individual and collective ,morality with adolescents ’ peer aggression. J Youth Adolescence, 51, 524–539. https://doi.org/10.1007/s10964-021-01518-9
Goretzko, D., Siemund, K., & Sterner, P. (2024). Evaluating Model Fit of Measurement Models in Confirmatory Factor Analysis. Educational and Psychological Measurement, 84(1), 123–144. https://doi.org/10.1177/00131644231163813
Holzer, J., Sessig, E., Lüftenegger, M., & Holzer, J. (2023). When educator-learner perceptions of instruction diverge : teachers ’ perspectives teachers ’ perspectives. Educational Research, 65(1), 99–120. https://doi.org/10.1080/00131881.2022.2116348
Huang, L.; Wang, D. (2023). Behavioral sciences teacher support , academic self-efficacy , student engagement , and academic achievement in emergency online learning. Behav. Sci, 13(1), 704. https://doi.org/doi.org/10.3390/bs13090704
Kim, G., Yim, M., Bae, H., & Hur, J. W. (2024). Factor structures and psychometric properties of three brief versions of the difficulties in emotion regulation scale in the Korean population. BMC Psychology, 12(2), 759. https://doi.org/10.1186/s40359-024-02261-z
Liu, Q., Du, X., & Lu, H. (2023). Teacher support and learning engagement of EFL learners : The mediating role of self ‑ efficacy and achievement goal orientation. Current Psychology, 42, 2619–2635. https://doi.org/10.1007/s12144-022-04043-5
Longobardi, C., Lin, S., & Fabris, M. A. (2022). Daytime Sleepiness and Prosocial Behaviors in Kindergarten : The Mediating Role of Student-Teacher Relationships Quality. 7(April), 1–10. https://doi.org/10.3389/feduc.2022.710557
Mansouri, M. (2025). Psychometric Validation and Measurement Invariance of the Flourishing Scale ( FS ) in the Algerian Context. Measurement Instruments for the Social Sciences, 7, 1–14. https://doi.org/https://doi.org/10.5964/miss.15497
Miao, J. (2023a). Teacher autonomy support influence on online learning engagement : the mediating roles of self-efficacy and self-regulated learning. Sage Journal, 393, 1–13. https://doi.org/10.1177/21582440231217737
Miao, J. (2023b). Teacher Autonomy Support Influence on Online Learning Engagement : The Mediating Roles of Self-Efficacy and Self-Regulated Learning. Sage Journal, 13(4), 1–13. https://doi.org/10.1177/21582440231217737
Pakarinen, E., Lerkkanen, M., & Suchodoletz, A. Von. (2020). Teacher emotional support in relation to social competence in preschool classrooms. 7288. https://doi.org/10.1080/1743727X.2020.1791815
Pan, X., & Yao, Y. (2023). Enhancing chinese students ’ academic engagement : the effect of teacher support and teacher – student rapport. Front. Psychol., 14, 1–7. https://doi.org/10.3389/fpsyg.2023.1188507
Rahmatpour, P., Marôco, J., Amaral, A. et al. (2026). Structural equation modeling in nursing research : challenges , strategies , and practical recommendations. 524-539, 51(3). https://doi.org/10.1007/s10742-026-00376-x
Robert Thornberg, Camilla Forsberg, Eva Hammar Chiriac, Y. B. (2022). Research papers in education teacher – student relationship quality and student engagement : a sequential explanatory mixed-methods study. Research Papers in Education, 37(6), 840–859. https://doi.org/10.1080/02671522.2020.1864772
Sarstedt, M., Hair, J. F., Ringle, C. M., & Liengaard, B. D. (2022). Progress in partial least squares structural equation modeling use in marketing research in the last decade. Psychology & Marketing, 39(September 2021), 1035–1064. https://doi.org/10.1002/mar.21640
Schweizer, K., Gold, A., Krampen, D., & Troche, S. (2024). Conceptualizing Correlated Residuals as Item-Level Method Effects in Confirmatory Factor Analysis. Sage Journal, 84(5), 869–886. https://doi.org/10.1177/00131644231218401
Setia, M. S. (2016). Methodology Series Module 3 : Cross-sectional Studies. Indian Journal of Dermatology, 61(3), 261–264. https://doi.org/10.4103/0019-5154.182410
Shiri Lavy, E. N.-G. (2020). Why care about caring ? Linking teachers ’ caring and sense of meaning at work with students ’ self-esteem , well-being , and school. Teaching and Teacher Education, 91, 103046.
Swan, K., Speyer, R., Scharitzer, M., Farneti, D., Brown, T., Woisard, V., & Cordier, R. (2023). Measuring what matters in healthcare: a practical guide to psychometric principles and instrument development. Frontiers in Psychology, Volume 14-2023. https://doi.org/10.3389/fpsyg.2023.1225850
Taber, K. S. (2018). The Use of Cronbach ’ s Alpha When Developing and Reporting Research Instruments in Science Education. Res Sci Educ, 48, 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach ’ s alpha. Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Victor, Z., & Hyland, K. (2022). Fostering student engagement with feedback : An integrated approach. Assessing Writing, 51, 100586. https://doi.org/doi.org/10.1016/j.asw.2021.100586
Wang, Y., Chen, J., Li, G., Zheng, X., & Liu, X. (2026). Development and validation of the primary school students ’ perceived teacher trust behaviors scale. Behavioral Sciences, 16(1), 1–20. https://doi.org/https://doi.org/10.3390/bs16010074
Wu, J., Yan, Z., Yang, Y., Zhu, J., Xiong, Y., & Chen, J. (2024). The perceived teacher support scale (PTSS) for students: Development and psychometric studies. International Journal of Educational Research, 128, 102487. https://doi.org/10.1016/j.ijer.2024.102487
Zailani, M., Yusoff, M., Safrilsyah, S., Haji, M. K., Fajri, I., Yusuf, S. M., & Ibrahim, I. (2022). The effect of moral reasoning and values as the mediator towards student ’ s prosocial behaviour. International Journal of Adolescence and Youth, 27(1), 32–44. https://doi.org/10.1080/02673843.2021.2021959
Zhou, X. (2021). Toward the positive consequences of teacher-student rapport for students ’ academic engagement in the practical instruction classrooms. Front. Psychol, 12, 10–13. https://doi.org/10.3389/fpsyg.2021.759785
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Dina Siti Sakinah, Melisa, Ritasari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright for this article is held by the authors under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0). The article may be used, shared, and adapted for any purpose with proper attribution and distribution under the same license. Full license details: https://creativecommons.org/licenses/by-sa/4.0/
