Teacher Behavior Checklist: Psychometric Evidence in Teacher Evaluation by Brazilian University Students

Abstract

Performance evaluations help university teachers to improve teaching, especially when based on internationally recognized criteria. This study aimed to carry out a cross-cultural adaptation of the Teacher Behavior Checklist (TBC) for Brazilian students to evaluate their teachers (Study 1) and investigate its psychometric evidence (Study 2). In Study 1, evidence was favorable to the use of TBC for teacher evaluation by the student. In Study 2, 714 public university students participated (Average age = 24.3 years; SD = 6.85), 57.2% women. The TBC was applied collectively in the classroom. The results corroborated the two-factor model according to the instrument’s original version, demonstrating an evidence of validity. Evidence of reliability has been documented (alpha = 0.92; Test-Retest = 0.75). This study presented an adequate instrument for the teacher formative evaluation and expanded Brazil’s insertion in international research on effective teaching.

Utility of the Teacher Behavior Checklist beyond Psychology Majors: Replication with Brazilian Physical Education Students

“…Therefore, its main methodological aspects were preserved, namely applying the TBC three times to each participant with order control, while testing the TBC with a new sample. The study can be classified as adopting an analytical cross-sectional design (Aggarwal & Ranganathan, 2019) in which students had to rate three types of teachers -best, worst, and regularusing the paper and pencil version of the TBC adapted to Brazilian Portuguese (Henklain et al, 2020). These data were analyzed to investigate TBC's psychometric properties.…”

“…The research protocol consisted of two instruments: (1) three copies of the Brazilian version of the Teacher Behavior Checklist (TBC) (in paper and pencil format), and (2) a copy of a demographic questionnaire that assessed students' gender, age, disability, social class, and course module. The TBC was adapted by Henklain et al (2020) through a translation procedure by independent translators, followed by investigation of semantic and content validity, and finalized with back-translation. This instrument has 28 items (teaching qualities and corresponding behaviors) rated on a five-point frequency scale, "1 = never exhibits" to "5 = always exhibits".…”

“…The Cronbach's alpha of the TBC Brazilian version found by Henklain et al (2020) was .92 (omega = .94), and an Exploratory Factor Analysis (EFA) showed that the TBC could be interpreted by a two-factor model: Relational Behaviors (Factor 1, alpha = .85, omega = .89) and Pedagogical Behaviors (Factor 2, alpha = .90, omega = .92). Henklain et al (in press) confirmed the two-factor model by Confirmatory Factor Analysis (CFA, TBC's alpha = .96, Factors' 1 and 2 alphas = .93, TBC's omega = .97, Factor's 1 omega = .95, Factor's 2 omega = .91), but advocated in favor of a one-factor structure as probably the most appropriate and capable for measuring effective teaching considering the closeness to unidimensionality assessment.…”

“…In Brazil, studies with the TBC are growing gradually. Henklain et al (2020) developed an adaptation of this instrument. This version of the TBC retained the 28 items of the original instrument, although some linguistic adjustments were necessary.…”

“…For this reason, the aim of this research was to perform a direct replication of Keeley et al (2010) work. In this study, the construct validity of the TBC from two complementary angles was investigated: (a) to analyze which model, two-factor (Henklain et al, 2020;Henklain et al, in press) or the one-factor (Henklain et al, in press;Keeley et al, 2006), achieves the best fit with students from different disciplines compared to previous Brazilian TBC studies; and (b) assess whether students' ratings of their worst, regular and best teachers correspond to the expected pattern (best teachers' score > regular teachers' score > worst teachers' score), because if this occurs an important evidence of construct validity would be found. As a secondary objective, an exploratory investigation was initiated, to whether students evaluations are different when performed with the TBC in the paper and pencil format compared to an online format.…”