Triangulating measures of teacher quality in teaching students with behavioral problems

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

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

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

Keywords

  • higher education
  • students with behavioural problem
  • teachers

Fingerprint Dive into the research topics of 'Triangulating measures of teacher quality in teaching students with behavioral problems'. Together they form a unique fingerprint.

  • Cite this