Adaptación y validación del Inventario Breve de Claridad Docente en población universitaria española

Teacher clarity constitutes one of the most effective teaching behaviors in the classroom, influencing different variables associated with the students' learning process. However, no instruments have been found that measure students' perceptions of teacher clarity in the Spanish university context, so, for this reason, it was decided to carry out the present study. Thus, the main objective of this research was to adapt the Teacher Clarity Short Inventory in Spanish university students, analyzing its factor structure, its reliability and its validity. The sample was made up of 333 students from the Degree in Early Childhood Education and the Degree in Primary Education from the University of Extremadura. The results of the confirmatory factor analysis reject the single-factor model and support the two-factor model. Likewise, the reliability of the inventory is adequate by generating optimal values of Cronbach's alpha, McDonald's omega and composite reliability and the convergent validity is satisfactory according to AVE. Finally, the inventory shows evidence of concurrent validity with instructor credibility, academic satisfaction and state motivation of university students. It is concluded that the bifactor model of the Teacher Clarity Short Inventory presents satisfactory psychometric properties to evaluate the clarity of university teachers.