Development and Validation of the Virgilio Teacher Behavior Instrument

Abstract

This study was an attempt to develop an easily coded, research-oriented instrument to assess teacher effectiveness in the class- room. A 35-item Likert format scale was developed which included three subscales of teacher effectiveness: classroom management, instruction, and classroom climate. The results of the study indicated that the Virgilio Teacher Behavior Inventory (VTBI) is a reliable and valid instrument which can be administered with confidence either in elementary or junior high schools. Instrument development included the generation of an initial pool of 80 items which was refined during pilot testing to a final 35-item version. Content validity of the VTBI was indicated by an assessment of a panel of judges. Estimates of internal consistency (coefficient alpha) were .96 for the total inventory and .88, .96, and .85 for the classroom management, instruction, and classroom climate subscales, respectively. The relationship between the VTBI and a time-on-task measure ( r = .64, p < .0001) provided an indication of concurrent validity. A five-factor solution consistent with the theoretical structure of the VTBI was obtained tentatively defining one classroom management, two instruction, and two classroom climate dimensions.

Addressing the feasibility of the teacher performance rate and accuracy scale as a treatment integrity tool

“…Traditional systems of teacher observation and teacher efficacy include rating scales such as the Structured Teacher Observation Scale (VanTassel‐Baska et al., 2006) and the Virgilio Teacher Behavior Inventory (Teddlie et al, 1990). The Structured Teacher Observation Scale utilizes observer ratings of teacher effectiveness on a three‐point scale that includes perceived teacher lesson planning, elicited student responses, and sustained student focus (VanTassel‐Baska et al., 2006).…”

Measuring teaching skills in elementary education using the Rasch model

“…Since the 1960s, many observation instruments have been developed to evaluate the quality of teaching (Capie, Johnson, Anderson, Ellet, & Okey, 1980;Evertson, 1987;Evertson & Burry, 1989;Flanders, 1961Flanders, , 1970; Florida Coalition for the Development of a Performance Measurement System, 1983; Houtveen, Booij, De Jong, & Van de Grift, 1999;Houtveen & Overmars, 1996;Inspectie van het Onderwijs, 1998; Office for Standards in Education, 1995;Schaffer & Nesselrodt, 1992;Slavin, 1987;Stallings, 1980;Stallings & Kaskowitz, 1974;Teddlie, Virgilio, & Oescher, 1990;Tricket & Moos, 1974;Veenman, Lem, Voeten, Winkelmolen, & Lassche, 1986;Virgilio, 1987;Virgilio & Teddlie, 1989). Most of these instruments were originally developed for teacher training rather than research purposes.…”

Going beyond structured observations: looking at classroom practice through a mixed method lens

“…It drew on instruments designed previously in the US and shown to be reliable, including the Special Strategies Observation System (SSOS; see Schaffer et al 1994) and the Virgilio Teacher Observation Instrument (Teddlie et al 1990). Findings from the study in England using the MECORS, including observations of 78 teachers, found that direct instruction was strongly and positively related to effective teaching scales.…”