Development and Initial Validation of the Homeroom Teacher-Student Relationship Scale (HTSRS) in Spanish Secondary Education

This study presents an initial psychometric examination of the Homeroom Teacher–Student Relationship Scale (HTSRS), a student-report measure developed to assess adolescents’ perceptions of their relationship with the homeroom teacher. The scale was administered to 562 Spanish secondary school students ( M = 15.10; SD = 0.89), randomly divided into non-overlapping exploratory ( n = 282) and confirmatory ( n = 280) subsamples. Exploratory factor analysis supported two related dimensions—Relational Support and Relational Bond—which were subsequently evaluated through confirmatory factor analysis in the second subsample. Preliminary analyses indicated adequate internal consistency. These findings provide initial evidence regarding the HTSRS’s internal structure and suggest potential value for school-based relational assessment, while further validity and reliability evidence remains necessary.