Triangulating measures of teacher quality in teaching students with behavioral problems

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

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 journal › Article › Academic › peer-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 language	English
Journal	Journal of Cognitive Education and Psychology
Publication status	Published - 2015

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 01 No Poverty
SDG 03 Good Health and Well-being
SDG 04 Quality Education
SDG 05 Gender Equality
SDG 10 Reduced Inequalities
SDG 11 Sustainable Cities and Communities
SDG 16 Peace, Justice and Strong Institutions

Keywords

higher education
students with behavioural problem
teachers

Research Focus Areas Hanze University of Applied Sciences * (mandatory by Hanze)

Healthy Ageing

Research Focus Areas Research Centre or Centre of Expertise * (mandatory by Hanze)

Equality of opportunity and participation

Publinova themes

Other
People and Society
Education and Teaching
Health

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.",

keywords = "hoger onderwijs, leerlingen met een gedragsprobleem, onderwijzers, higher education, students with behavioural problem, teachers",

author = "Svenja Buttner and S.J. Pijl and Jan Bijstra and \{van den Bosch\}, Els",

year = "2015",

language = "English",

journal = "Journal of Cognitive Education and Psychology",

issn = "1810-7621",

publisher = "Springer Publishing Company",

}

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

Y1 - 2015

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

SN - 1810-7621

JO - Journal of Cognitive Education and Psychology

JF - Journal of Cognitive Education and Psychology

ER -

Triangulating measures of teacher quality in teaching students with behavioral problems

Abstract

UN SDGs

Keywords

Research Focus Areas Hanze University of Applied Sciences * (mandatory by Hanze)

Research Focus Areas Research Centre or Centre of Expertise * (mandatory by Hanze)

Publinova themes

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Cite this