One hundred and nineteen teachers of 540 normal boys and girls, ages 5 to 10, were administered the Conners' Teacher Rating Scale-28 (CTRS-28). Their responses were analyzed to assess the instrument's internal consistency and its construct and criterion-related validity. Principle components analysis revealed a four-factor structure underlying the scale, rather than the three-factor structure originally reported. Internal consistency of the factors ranged from .79 to .95. Convergent validity with similar rating scales was primarily excellent. Norms for newly derived factors and critical analysis of the usefulness of the CTRS-28 were explored.
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