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Expanding the evidence of content validity for the Teacher Behavior Checklist using the IRAP

TBC’s content validity using the IRAP


The Teacher Behavior Checklist (TBC) consists of 28 items mainly used to measure college teachers’ performance or to investigate the primary qualities of good teachers. Psychometric studies using the TBC have presented evidence of its validity and reliability in different cultures. However, TBC content validity is exclusively based on self-reported measurements, which presents limitations that are widely discussed in the literature. Our study sought to investigate an alternative measurement for TBC content validity using a latency-based task, namely the Implicit Relational Assessment Procedure (IRAP). The main objective was to assess the strength of the relationship between the concept of “Good Teacher” and “Bad Teacher” and six positive and negative features derived from TBC items using an IRAP preparation. The second objective was to investigate the correlation between IRAP and TBC scores. The participants were 64 undergraduate students (M = 21; F = 43), aged 16 to 36. The IRAP trials included six target stimuli selected from the TBC that could be either “Good Teacher” or “Bad Teacher,” and six labels that could be either positive or negative features. The IRAP revealed that the “Good Teacher” is “Positive,” not “Negative.” On the other hand, the “Bad Teacher” is “Negative,” but participants could not deny that this teacher has “Positive” features. Only one statistically significant correlation was found between the Good Teacher-Negative IRAP trial type and the TBC score. Future studies should expand the use of implicit measurements in psychometric studies using the TBC.

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    The effective teacher is one who favors learning without turning educational stimuli into an aversive value for the student. Moreover, what is taught must increase the chances of the learner attenuating or solving problem situations (for her/himself and also for the society of which she/he is a part) outside the classroom. Although we theoretically defend the use of the term “effective teacher” (see Henklain, 2017), studies on the TBC have employed expressions such as “Excellent Teacher,” “Master Teacher,” and sometimes “Good Teacher,” which is easier for participants to understand. The expression “Good Teacher,” for instance, is the smallest and easiest one. For this reason, hereafter we will use the term “Good Teacher” as the construct being evaluated by the TBC.


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This research was supported by the São Paulo Research Foundation (FAPESP 2016/05935-6, 2017/10037-0, 2008/57705-8) and by the Brazilian National Research Council (CNPq, Grants 573972/2008-7, and 465686/2014-1); this study is also part of the research program of the National Institute of Science and Technology on Behavior, Cognition, and Teaching (INCT-ECCE).

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Correspondence to Marcelo H. O. Henklain.

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The authors declare they have no conflict of interest.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. This research was approved by the Brazilian platform for ethics committees (Plataforma Brasil, Certificate of Submission for Ethical Appraisal No. 54448416.6.0000.5302).

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Henklain, M.H.O., Haydu, V.B., Carmo, J.S. et al. Expanding the evidence of content validity for the Teacher Behavior Checklist using the IRAP. Psychol Rec 69, 205–214 (2019).

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  • Psychometry
  • Content validity
  • Teacher Behavior Checklist
  • Implicit Relational Assessment Procedure