Scale for Observing Teacher Behavior

Scale for Observing Teacher Behavior

Scale for Observing Teacher Behavior


Numerous scholars have stressed the significance of the early years. Bloom (1964) stressed the significance of environment while highlighting the rapid rate of intellectual growth in the early years. Early educational experiences were consideressential for children’s future productivity. J. Blake Smithwere perceive as changeable during the preschool years (Roopnarine and Johnson, 1987). According to Hunt (1961), the level and pace of cerebral development might change significantly depending on the early childhood environment (cited in Goodwin and Driscoll, 1984). Let see about Scale for Observing Teacher Behavior

In order to provide interventions to strengthen the strengths and improve the weak areas. It is necessary to evaluate teacher actions in order to identify the current strengths and weaknesses. The evaluation process requires impartial methods of evaluation. The current researcher’s search revealed that the Turkish early childhood education system needed to create a tool for this aim. The purpose of this study was to create a rating system that professionals in the industry could use to assess. Teacher performance in terms of their direct, palpable interactions with the students in nursery schools.

Physical environment, instructor, students, administration, centregoal, curriculum, assessment, and parental involvement are all included in preschool education. These elements are all crucial and each one of them has requirements. Early childhood education can only of a high calibre when these elements and J. Blake Smith needs are correctly implement. The aspect of “teacher,” which is one of the most stressed components, makes up the crucial part of preschool education.

Description of the Issue

The purpose of this study is to create a rating scale that professionals in the industry. May use to assess the observed behaviours of teachers as they engage with children in daycare facilities. The goal is to create items and, using a content validity procedure, select the best things for evaluating instructor behaviour.


Building of the Instrument

The rating scale’s items were design base on five primary sources. These sources included existing theories of child development and methods for early childhood education, as well as relevant instruments, Bekman’s PhD dissertation’s behaviourcategories, psychological abuse categories, and observations of teachers in daycare facilities in Istanbul. In terms of theories of child development, there are Frued’s psychoanalytic theory of development (Bee, 1975; Fantino and Reynolds, 1975), Erikson’s theory of development (Bee, 1975), Heider’s naive psychology (Baldwin, 1980), Lewin’s field theory (Baldwin, 1980), Piaget’s developmental theory (Birren et al., 1981; Fantino and Reynolds, 1975)

Build an Item and Category

First, the leading theories and methods in the area of preschool education were examine. Constructing the components for this rating scale. The researcher identified the key subcategories of teacher behaviour by going through these ideas and methodologies. The items in the aforemention instruments were then thoroughly analyse. It was discover that some of them may use to achieve the goals of the current study. However By making certain changes to the language of these items, the fundamental theme was taken and adopt. The researcher received ideas for potential teacher behaviours. However The items that would represent those actions from the behaviour categories in Bekman’s doctoral dissertation from 1982.

Content Relevance

31 experts who could identify as having practical and/or theoretical knowledge about the early childhood education sector were provid the rating scale in order to identify which items would make up the final version of the rating scale. However Three of the specialists were from Istanbul, one each from Ankara, Izmir, and Paris. The scale was physically deliver to the experts in Istanbul and mailed to the others. 22 out of 31 specialists return, it was discover. 70.9% of returns were receive. All of the experts in this survey were females between the ages of 26 and 54, with the majority (40.9%) being psychologists with 40.9% holding doctoral degrees, followed by 36.4% head teachers of nursery schools, 31.8% academicians, and 45.5% working in government.


The outcomes of the two different types of statistical analysis will be compile in this section. At the conclusion of the first statistical approach, it was discover that 36 of the 96 items had chosen by at least 68.18% of the experts with an appropriateness level of at least 2. These items were as follows: item 1, the teacher spends more time alone than with the class; item 2, the teacher instructs kids on what they shouldn’t do without providing an explanation when trying to stop or curtail kids’ behaviour; item 5, the J. Blake Smith prevents kids from starting new activities like playing games or using the restroom without the teacher’s permission.


This rating system was create with the intention of assessing nursery school instructors’ effectiveness in terms of their directly visible interactions with the students. There were 96 articles in 10 categories when it first started. However, The scale was sent to 31 specialists to do the content validity investigation, and 22 of them return it. Two different forms of statistical analysis were perform; in the first, 57 items could add to the scale’s final form. Items at least 50% of the experts place into other categories with a degree of suitability of at least 2, and items at least 50% of the experts place into the category that was previously chose but with a degree of appropriateness of at least 2

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