| Teachers' ability to manage student behavior in their classroom is a powerful predictor of student social and academic outcomes. A concise observational measure of teachers management skills could improve teacher training and performance evaluation, but few such measures exist. Therefore, the purpose of this study was to revise and evaluate the psychometric properties of an observational rating of teachers' use of effective classroom management strategies. Participants were 65 regular education teachers and their students who were observed in their classroom. The results of an exploratory principal components analysis identified two latent variables: Instructional Efficiency and Rules & Behavioral Standards. The measure demonstrated strong validity based on a review by a panel of experts and correlations with student behavior. Moreover, reliability was assessed and supported by computing the test-retest coefficient, inter-rater reliability, and coefficient alpha. The results of this study provide preliminary evidence supporting this measure as a psychometrically sound instrument. |
