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<p>The development of theoretically grounded and empirically validated instruments is essential to support (prospective) teachers in structured and targeted reflection on their pedagogical activities and to evaluate training and education units regarding their benefits. Classroom management is considered a&#xa0;key variable of “good teaching”. Despite increasing efforts, there is a&#xa0;need for further research regarding how classroom management is adequately measured. The presented classroom management self-assessment questionnaire for teachers <i>(MERKMAL‑L</i>) aims to capture classroom management more comprehensively as a construct, to distinguish it more clearly from other dimensions, and to remain economical at the same time. Its development is outlined, and results of the psychometric goodness are presented based on the data of 237 pre-service teachers and trainee teachers. The fit statistics of the Confirmatory Factor Analysis indicate that the previously specified theoretical model shows an acceptable model fit for the three-factor structure (ubiquity, process management, behavioral management). The reliability coefficients of the three scales, with values &gt; 0.80, indicate a&#xa0;good reliability. Individual items reveal specific difficulties for teaching-students and trainee teachers (partial scalar invariance).</p>

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Entwicklung und Güteprüfung eines Selbsteinschätzungsbogens zu Performanzen im Klassenmanagement von (angehenden) Lehrkräften

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年4月2日

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  • Marie-Luise Gehrmann,
  • Erin Gerlach,
  • Tim Linka,
  • Hendrik Lohse-Bossenz,
  • Satyam Antonio Schramm

摘要

The development of theoretically grounded and empirically validated instruments is essential to support (prospective) teachers in structured and targeted reflection on their pedagogical activities and to evaluate training and education units regarding their benefits. Classroom management is considered a key variable of “good teaching”. Despite increasing efforts, there is a need for further research regarding how classroom management is adequately measured. The presented classroom management self-assessment questionnaire for teachers (MERKMAL‑L) aims to capture classroom management more comprehensively as a construct, to distinguish it more clearly from other dimensions, and to remain economical at the same time. Its development is outlined, and results of the psychometric goodness are presented based on the data of 237 pre-service teachers and trainee teachers. The fit statistics of the Confirmatory Factor Analysis indicate that the previously specified theoretical model shows an acceptable model fit for the three-factor structure (ubiquity, process management, behavioral management). The reliability coefficients of the three scales, with values > 0.80, indicate a good reliability. Individual items reveal specific difficulties for teaching-students and trainee teachers (partial scalar invariance).