Assessing Reflective Practice in Greek Primary School Teachers: Cross-Cultural Adaptation and Psychometric Validation of the Survey of Reflective Practice

Reflective practice is widely recognized as a cornerstone of teachers’ professional development and instructional improvement. However, the lack of culturally adapted and psychometrically validated instruments limits the accurate assessment of reflective practice across different educational contexts. This study aimed to translate, culturally adapt, and psychometrically validate the Survey of Reflective Practice (SRP) for use among Greek primary school teachers, providing the first Greek adaptation of the SRP to undergo preliminary psychometric evaluation. Following a forward–backward translation and cross-cultural adaptation process, the instrument was administered to 110 primary school teachers in Greece. Internal consistency, test–retest reliability, and factorial validity were examined using Cronbach’s alpha coefficients, intraclass correlation coefficients, and Confirmatory Factor Analysis (CFA), respectively. The total scale demonstrated satisfactory internal consistency and high temporal stability. CFA findings provided partial support for the proposed four-factor structure of the instrument, with generally acceptable model fit indices, although some subscales demonstrated lower reliability coefficients. Participants reported higher levels of pedagogical reflection than other dimensions of reflective practice. Overall, the Greek version of SRP offers a brief and accessible instrument for assessing teachers’ reflective practice and provides a valuable tool for educational research, teacher education, and professional development in Greece.