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

Cite this

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title = "Triangulating measures of teacher quality in teaching students with behavioral problems",
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.",
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Triangulating measures of teacher quality in teaching students with behavioral problems. / Buttner, Svenja; Pijl, S.J.; Bijstra, Jan; van den Bosch, Els.

In: Journal of cognitive education and psychology, 2015.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Triangulating measures of teacher quality in teaching students with behavioral problems

AU - Buttner, Svenja

AU - Pijl, S.J.

AU - Bijstra, Jan

AU - van den Bosch, Els

PY - 2015

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N2 - 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.

AB - 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.

KW - hoger onderwijs

KW - leerlingen met een gedragsprobleem

KW - onderwijzers

KW - higher education

KW - students with behavioural problem

KW - teachers

M3 - Article

JO - Journal of cognitive education and psychology

JF - Journal of cognitive education and psychology

SN - 1945-8959

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