Self-regulated teaching: A study of scale development, validity and reliability

Education depends on the harmony of three key elements: student, teacher and program. Teachers' skills are crucial for quality education. The purpose of this study was to examine teachers' self-regulation-based teaching skills and to develop a measurement tool. An exploratory sequential design was used to create an item pool based on qualitative data. For quantitative validation, 226 teachers participated in exploratory factor analysis (EFA), 394 in confirmatory factor analysis (CFA), and 207 in criterion validity and reliability tests (93 test-retest). EFA revealed a three-dimensional structure-planning, implementation, and evaluation- confirmed by CFA. The developed scale showed a moderate positive correlation with the Classroom Management Skills Scale (CMSS). Internal consistency, split-half, and test-retest analyses confirmed reliability. Limitations of the study were discussed, and recommendations were made for applying the measure and improving its psychometric properties.

教育成效有赖于学生、教师与教学方案三大核心要素的和谐统一，教师的教学能力是优质教育的关键支撑。本研究旨在探究教师基于自我调节的教学技能，并开发一套对应的测评工具。研究采用探索性序列研究设计，基于质性数据构建题项池。为开展量化验证工作，共有226名教师参与探索性因素分析（Exploratory Factor Analysis, EFA），394名教师参与验证性因素分析（Confirmatory Factor Analysis, CFA），另有207名教师参与效标关联效度与信度检验（其中93名参与重测信度检验）。探索性因素分析结果显示，该量表包含规划、实施与评价三维结构，该结构得到了验证性因素分析的证实。所开发的量表与课堂管理技能量表（Classroom Management Skills Scale, CMSS）呈中等程度正相关。内部一致性检验、分半检验以及重测检验均证实了该量表的信度。本研究最后讨论了研究存在的局限，并就该量表的应用与优化其心理测量学属性提出了相关建议。