University of Mohaghegh Ardabili Journal of School Psychology 22520821 7 2 2018 08 23 Validation of the transformational teaching questionnaire (TTQ) Validation of the transformational teaching questionnaire (TTQ) 54 71 693 10.22098/jsp.2018.693 FA A Rezaei Sharif Assistant Professor of Educational Psychology, University of Mohaghegh Ardabili M. R Ebrahimkhani Master of Educational Research, University of Mohaghegh Ardabili Journal Article 2018 10 07 Transformational Teaching Questionnaire (TTQ) was developed for the measurement of transformational teaching. This study examined psychometric properties of TTQ. TTQ has been drawn from transformational leadership theory (Bass & Riggio, 2006) in school-based contexts by Beauchamp and Etal (2010). The population included all school pupils of Ardabil city. The data were collected from 490 students who enrolled in schools during 2013-2014. The sample was selected using multistage cluster sampling. The evaluation of reliability with internal consistency and test-retest methods showed that TTQ's reliability based on Cronbach's alpha was 0.83 and using the split-half it was 0.77. The results showed that the content, discriminant and construct validity of the questionnaire were desirable. Confirmatory factor analysis as the main form revealed four correlated but distinct factors which include idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Based on the results, it can be said that TTQ is a valid and reliable instrument for the assessment of transformational teaching. Transformational Teaching Questionnaire (TTQ) was developed for the measurement of transformational teaching. This study examined psychometric properties of TTQ. TTQ has been drawn from transformational leadership theory (Bass & Riggio, 2006) in school-based contexts by Beauchamp and Etal (2010). The population included all school pupils of Ardabil city. The data were collected from 490 students who enrolled in schools during 2013-2014. The sample was selected using multistage cluster sampling. The evaluation of reliability with internal consistency and test-retest methods showed that TTQ's reliability based on Cronbach's alpha was 0.83 and using the split-half it was 0.77. The results showed that the content, discriminant and construct validity of the questionnaire were desirable. Confirmatory factor analysis as the main form revealed four correlated but distinct factors which include idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Based on the results, it can be said that TTQ is a valid and reliable instrument for the assessment of transformational teaching. https://jsp.uma.ac.ir/article_693_e342323c4192bb4f2228f546dc989086.pdf