Development and Validation of the New Teachers’ Behavior Inventory

摘要

A revised Teachers’ Behavior Inventory (TBI) was created to establish the scientific integrity of the instrument, to reduce measurement errors in administration, and to ensure that the tool is in tune with the current educational trends. Three TBI types and two parallel forms were made to address the issues of the current TBI. Its psychometric properties – internal consistency, parallel forms reliability, content validity, factorial validity, and convergent validity – were assessed. The results show that the revised TBI has excellent internal reliability and the two forms are highly equivalent in function. The instrument also presented satisfactory to excellent results in terms of content validity and convergent validity. However, concerns regarding the factorial purity of the instrument surfaced in which it yielded inconsistent factor loadings and a questionable one-factor model. Student recommendations on how to improve the instrument were also gathered and classified into themes. Research implications and recommendations regarding the TBI administration, results utilization, relationship with knowledge economy, and future research are discussed.