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.<br><br>NOTE: We have updated this Figshare dataset to reflect two key refinements in our measurement instrument. First, the item descriptions have been further detailed to enhance clarity and usability. Second, a robust exploratory factor analysis led to the removal of one item—reducing the original 18‐item scale to a final 17‐item form—while fully preserving the underlying factor structure. Apart from these targeted improvements, the dataset remains unchanged and retains its original content and integrity.<br>