Abstract
Introduction: Research has demonstrated that the use of evidence-based strategies in classroom management increases student engagement and academic achievement, reduces problem behaviors, and positively influences teachers’ professional satisfaction by supporting their ability to manage classrooms effectively. To promote teachers’ adoption of evidence-based classroom management strategies, it is essential first to determine the extent to which these strategies are being implemented. This study aims to develop a valid and reliable classroom management scale that can be used to assess the level at which primary school teachers working in inclusive educational settings employ classroom management strategies proven to be effective.
Method: In this study, a scale development process was conducted. To determine whether the scale demonstrated adequate validity and reliability, both Classical Test Theory and Item Response Theory were employed.
Findings: Factor analysis conducted within the framework of Classical Test Theory revealed that the scale consisted of a four-factor structure. McDonald’s omega, Cronbach’s alpha, and marginal reliability analyses indicated that the overall reliability of the scale was high. Validity examinations based on Item Response Theory likewise yielded positive and consistent results.
Discussion: The findings obtained in this study indicate that the developed scale can be used as a reliable and practical instrument to measure the extent to which primary school teachers working in inclusive educational settings employ evidence-based classroom management strategies. In this context, it is suggested that the Evidence-Based Classroom Management Scale (EBCMS) can be utilized in teacher education and in research related to teacher preparation and professional development.