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Abstract

This research investigated the patterns of student classroom behavior as perceived by their teachers and validated a scale for measuring such behavior called Pupil Behavior Patterns (PBP). Facet theory analytic techniques and factor analysis were used. It was found that two facets provide the conceptual basis for analyzing student behavior patterns: (a) the adaptability of the student behavior (responsive or unresponsive) and (b) the foci of such behavior (internal: within the peer group; or external: geared toward the teacher or other school authority). The scale for measuring student behaviors (PBP) consists of three subscales: (a) Disrespect (students' respect or lack of respect for both teachers and members of their peer group), (b) Sociability (the informal interpersonal relationships among students and between teachers and students), and (c) Attentiveness (student willingness and receptiveness to learning as well as learning ability).

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Conceptualizing and Measuring Teacher-Perceived Student Behaviors: Disrespect,Sociability,and Attentiveness

Abstract

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