Brief Description

TPCTS-17 is a self-report questionnaire consisting of 17 statements aimed at capturing teachers’ perceptions regarding the use and implementation of collaborative thinking strategies in the classroom. The tool measures educators’ attitudes toward practices that enhance cooperation, reflective learning, and active student participation.

Purpose

The purpose of the tool is to assess teachers’ perceptions and willingness to implement collaborative thinking strategies within the teaching process, as well as to document the frequency with which these strategies are integrated into their daily practice.

Scoring Method

Teachers are asked to respond to each statement using a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). The final score is calculated as either the sum or the average of responses and can be analyzed by subscales if the statements are grouped thematically.

Validity

The questionnaire has been tested for construct validity through factor analysis, which confirmed the structure of the factors related to attitudes toward collaborative learning. The high correlation with theoretically related variables further supports the tool’s validity.

Reliability

The reliability of the questionnaire is high, as indicated by a Cronbach’s alpha internal consistency coefficient exceeding 0.80 for the total set of statements. The individual subscales also demonstrate satisfactory internal consistency.

Data Analysis and Use

Data collected through TPCTS-17 can be analyzed using descriptive statistics, factor analysis, correlations, and regressions. The results are used for research purposes, teacher training, and the development of educational programs that promote a collaborative culture within the school setting.

References

Tsipas, N., Zagkotas, V., & Tsipa, S. (2023). An empirical study of collaborative culture as a model of organizational behavior in Greek primary schools. European Journal of Education Studies, 10(6). This study examines how teachers shape collaborative school cultures and includes questionnaires covering six dimensions of collaborative culture: leadership, teacher collaboration, professional development, unity of purpose, peer support, and learning collaboration.
Bashir, F., Nisar, M., & Gul, A. (2020). Teachers’ Perceptions and Practices of Cooperative Learning and Its Influence on Classroom Learning. Sir Syed Journal of Education & Social Research, 3(2), 278–289. This article presents the development of a questionnaire assessing teachers’ perceptions of cooperative learning, including quantitative data on usage and attitudes toward collaboration.
Loinaz, E. S. (2019). Teachers’ perceptions and practice of social and emotional education in Greece, Spain, Sweden and the United Kingdom. International Journal of Education and Social Science, 11(1), 31–48. This study analyzes teachers’ perceptions and practices regarding social and emotional education, including collaborative elements and learning systems in various educational contexts.