Akademik Veri Yönetim Sistemi
INTERNATIONAL JOURNAL OF EDUCATIONAL LEADERSHIP AND MANAGEMENT, cilt.8, sa.1, ss.34-59, 2020 (ESCI)
Teachers' adopted behaviors and their instructional management strategies are likely to have some differences on the basis of personal differences. This idea may be due to different beliefs about how effective education and teaching should be. The aim of this study is to adapt the Behavior and Instructional Management (BIM) Scale, which aims to measure teachers' beliefs about the management of their behavior and instruction, into Turkish language context and to conduct validity and reliability analysis. The population of the study consists of teachers working in state primary and secondary schools in Antalya, Turkey. The sample of the study consisted of 280 teachers who were working at 15 state primary schools and 20 state secondary schools. The sample was determined randomly by the cluster sampling. According to the results of the exploratory factor analysis, the short form of the Behavior and Instructional Management Scale has been found to be appropriate to the expected two-factor theoretical structure. The confirmatory factor analysis model-data fit values are p = 0.065, chi(2) / sd = 1.311, RMSEA = 0.046, NFI = 0.94, NNFI = 0.97, CFI = 0.99, GFI = 0.93, AGFI = 0.89. The reliability and validity results of short form of the scale indicated that it can be used in the future research on this topic.