Validation of an Inventory of Classroom Management Style: Differences between Novice and Experienced Teachers.

Abstract

A preliminary investigation was conducted of the construct validity of the Inventory of Classroom Management Style (ICMS), a scale to measure differences in perceptions of classroom management style. The main objective was to determine if the scale reflects differences between novice and experienced teachers. Classroom management is defined as a multi-faceted construct including broad dimensions of person, instruction, and discipline. Data were collected from 158 college students (61 percent novice teachers still in college and 39 percent experienced teachers in a college class) via the ICMS, Rotter's Internal-External Locus of Control Scale, the 16 Personality Factor Questionnaire, and a demographics form. Beliefs were classified on a continuum from non-interventionist through interactionalist to interventionist. Several differences were found between novice and experienced teachers. Novices scored as significantly more interventionist than did experienced teachers. Experienced teachers were more internal regarding locus of control, but no significant relationship was found between ICMS scores and locus of control. Interventionists also tended to be more conservative and respecting of traditional ideas. Eleven tables present study findings. Three appendixes contain a framework for the ICMS dimensions, a teacher behavior continuum, and the ICMS instrument. (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI hiS document has been reproduced as received from the Pe,S01) Or organization originating it r Minor changes have been made to tmptove reproduction Quality Points of view Or bpintObs stated, th's document do not necessarily represent othota OERI position or policy Classroom Management 1 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY IvnA)cy K./16947,A) TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Validation of an Inventory of Classroom Management Style: Differences Between Novice and Experienced Teachers Nancy K. Martin Assistant Professor Beatrice Baldwin Associate Professor Southeastern Louisiana University Running head: CLASSROOM MANAGEMENT STYLE Paper presented at the Annual Conference of the American Educational Research Association, Atlanta, GA., April, 1993 Classroom Management 2 ABSTRACT Beliefs regarding classroom management vary among teachers and can play an important role in effective instruction. The primary goal of this study is to begin a preliminary investigation of construct validity of the Inventory of Classroom Management Style (ICMS), a scale to measure differences in perceptions of classroom management style. The learning-to-teach literature suggests that novice and experienced teachers have different approaches and beliefs regarding classroom management style. A main objective, therefore, was to determine if the scale reflects these differences between novice and experienced teachers. Within this study, classroom management is defined as a multi-faceted construct that includes three broad dimensions--person, instruction, and discipline. Data were collected from 158 subjects (61 % novice teachers, 39 % experienced teachers) via the Inventory of Classroom Management Style (ICMS), Rotter's I-E Locus of Control Scale, 16 Personality Factor Questionnaire (16 PF), and demographics. The ICMS represents a major revision of Tamashiro's Beliefs on Discipline Inventory, consists of 19 forced-choice items in its revised form, and considers each of the three dimensions of classroom management. Beliefs were classified on a continuum that reflects the degree of teacher power over students and categorizes beliefs into three segments--noninterventionist, interactionalist, and interventionist. Data were analyzed utilizing a series of ANOVAs and correlations. Significant results were found regarding a variety of variables.

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