Abstract

This study aims to assess the psychometric properties, including factor structure and reliability, as well as construct validity, of the Greek translation of the teacher version of the Responsibility for Students’ Achievements in Mathematics Questionnaire (RSAMQ). A total of 621 teachers, employed in either typical or special education school settings, were recruited for the study. We randomly split the entire sample into two subsamples (S1 = 207 and S2 = 414 teachers) to have independent samples. We used the S1 sample for the Exploratory Factor Analysis (EFA). Firstly, EFA suggested a two-factor solution. We used the S2 sample for the Confirmatory Factor Analysis. Subsequently, we assessed all possible structures, ranging from unidimensional to two-factor structures, including responsibility for students’ success and responsibility for students’ failure. The goodness-of-fit indices suggested that the two-factor solution had the best fit. According to the study results, the RSAMQ for teachers is an easily applied and comprehensive research tool. Results are discussed for their didactical implications, providing practical guidance for improving teacher responsibility in preschool math education.