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Construct validation of the shortened version of the behavior and instructional management scale within the Iranian context

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A Correction to this article was published on 22 February 2022

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Abstract

Despite the importance of successful classroom management in education, few studies are available that focus on this issue in Iran. Since the Behavior and Instructional Management Scale (BIMS) was first examined with 24 items, it has been the topic of several validation studies in different contexts. However, these studies have used the earliest version of the scale including 24-items. This is not recommended by the scale developers (Martin & Sass, 2010). In fact, Sass, Lopes, Oliveira, and Martin (2016) suggested that further studies on classroom management should distribute a 14-item BIMS to check which 12-item version yields the strongest reliability and validity evidence for their context. The current study was therefore conducted to examine the factor structure of the BIMS with a sample of 376 Iranian high school teachers from different subject areas. Results indicated that a 10-item factor structure might be the best for Iranian teachers, as it provided the best evidence of factorial validity. Factor analysis results provided the evidence for removing items and, furthermore, psychometric properties are discussed in light of the cultural and contextual background. The findings imply the effect of cultural issues on the BIMS factor structure and call for further cross-cultural research in this regard.

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Data Availability

The data that support the findings of this study are available from (first author) but restrictions apply to the availability of these data, which were used under licence for the current study, and so are not publicly available. Data are however available from the authors upon reasonable request and with permission of [Neda Soleimani].

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Notes

  1. Please see http://www.statmodel.com/discussion/messages/8/11966.html?1393952682 for more details.

  2. Additional information on BCFA model estimation and results is available upon request from the corresponding author, as the BCFA results were used more to understand the model misfit.

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Acknowledgements

We would like to thank reviewers and editor of current psychology journal for their insightful comments on the paper, as these comments led us to an improvement of the work.

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There was no funding and financial support for this study.

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Authors and Affiliations

  1. Department of foreign language and linguistic, Shiraz University, Eram Square, Shiraz, Iran

    Neda Soleimani & Alireza Ahmadi

  2. Department of Management Science University of Texas at San Antonio, department of Management Science and Statistics, One UTSA Circle, BB 4.06.08, San Antonio, TX, 78249, USA

    Daniel A. Sass

Authors
  1. Neda Soleimani
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  2. Daniel A. Sass
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  3. Alireza Ahmadi
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Corresponding author

Correspondence to Neda Soleimani.

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Ethics Approval

Ethical Approval All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. This article does not contain any studies with animals performed by any of the authors.

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Informed consent was obtained from all individual participants included in the study.

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The authors declare that they have no conflict of interest.

Public Interest Statement

Classroom management is an undeniable component of an efficient teaching profession and one of the most important yardsticks against which teaches’ pedagogical performance is measured. Needless to say, a psychometrically valid scale for measuring classroom management is a requisite to evaluate effectiveness of teaching. In Iran, such a scale is hardly available. In this study, we validated behavior and instructional management scale (BIMS) in Iranian context to examine the psychometric properties of this scale and see if BIMS is valid tool for measuring classroom management in Iran.

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The original vision of this article has been revised. Author name has been corrected to Daniel A, Sass.

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Soleimani, N., Sass, D.A. & Ahmadi, A. Construct validation of the shortened version of the behavior and instructional management scale within the Iranian context. Curr Psychol 42, 9830–9838 (2023). https://doi.org/10.1007/s12144-021-02266-6

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