Triangulating measures of teacher quality in teaching students with behavioral problems

Svenja Buttner, S.J. Pijl, Jan Bijstra, Els van den Bosch

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Teaching students with behavioral problems is a challenge for many teachers in inclusive education. To assess a teacher's quality in teaching students with behavioral problems and to explore what differentiates them from less effective teachers, this study aimed to validate a method for measuring this type of teacher quality. Based on classroom observations, special needs support teachers (n = 12) rated the extent to which teachers met the need for competence, autonomy, and relatedness of students with behavioral problems. Primary school teachers (n = 137) completed a self-efficacy questionnaire related to teaching students with behavioral problems. Head teachers (n = 12) and the same teachers participated in a nomination procedure. Factor, reliability, descriptive, correlation, and cluster analyses were performed. Significant positive not fully overlapping correlations were found between the instruments. A group of 10–15 expert teachers of students with behavioral problems were selected. Future directions for research are discussed.
Original languageEnglish
JournalJournal of Cognitive Education and Psychology
Publication statusPublished - 2015


  • higher education
  • students with behavioural problem
  • teachers


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