Assessing Teacher Manageability: A Factor Analytic Approach

An ecologically valid appraisal of students' problem behaviors must include assessment of the teacher's role as perceiver on various levels. This study analyzes the teacher manageability construct, examining educators' beliefs about their ability to manage 39 generally maladaptive beh...

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Bibliographic Details
Published in:Behavioral disorders 1988-08, Vol.13 (4), p.245-252
Main Authors: Safran, Stephen P., Safran, Joan S., Barcikowski, Robert S.
Format: Article
Language:English
Subjects:
Anxiety
Behavior
Behavior Management
Behavior Problems
Behavior Rating Scales
Behavioral disorders
Beliefs
Check Lists
Child Psychology
Classroom management
Classroom Techniques
Educational administration
Educational psychology
Educational Research
Educators
Elementary Secondary Education
Factor Analysis
Learning
Learning disabilities
Organizational communication
Rating Scales
Self efficacy
Self Evaluation (Individuals)
Special education
Statistical discrepancies
Student Behavior
Teacher Attitudes
Teacher Effectiveness
Teachers
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Summary:An ecologically valid appraisal of students' problem behaviors must include assessment of the teacher's role as perceiver on various levels. This study analyzes the teacher manageability construct, examining educators' beliefs about their ability to manage 39 generally maladaptive behaviors within their own classroom. To address measurement limitations of previous investigations (including nonfactor analytic clustering of behaviors), a principal component analysis followed by a varimax rotation was administered on teacher manageability ratings (N = 182). This statistical analysis yielded nine component subtests (the Teacher Manageability Scale) and demonstrated that by changing the method used to group behaviors, you also modify the structure of a teacher checklist. Lack of Communication was identified as the most difficult behavior to manage. Implications for professionals working with students identified as behaviorally disordered and for future research are discussed.
ISSN:0198-7429
2163-5307
DOI:10.1177/019874298801300405