“Teacher Behavior Observation Scale (TEBOS)”

 The significance of early years have already been emphasized by different researchers. Bloom (1964), pointed out the fast rate of intellectual development within the early years and emphasized the importance of atmosphere. Children were seen as malleable throughout the preschool many years and for the future output of kids, early educational experiences were seen as crucial (Roopnarine and Johnson, 1987). Hunt (1961), advertised that an enriched environment in very early childhood might make significant variations in the degree and price of intellectual development (cited in Goodwin and Driscoll, 1984). Different researches reported by Berrueta-Clement, Schweinhart, Barnett, Epstein and Weikart (1984), Schweinhart, Weikart and Larner (1986), Schweinhart and Weikart (1988) indicated that high-quality early youth programs had been efficient in conquering the side impacts of youth impoverishment and also produced various short-term and long-term advantages for those children. Various studies pointed away the crucial significance of the component of instructor during the very early childhood training (Reichenberg-Hackett, 1962, Rosenthal and Jacobson, 1968, Good, Biddle and Brophy, 1975, Kounin, 1970, Scott, 1977). After reviewing these researches it can be said that teacher is considered the most essential factor in a nursery college and increasing the quality of teacher actions will favorably impact the caliber of early childhood knowledge solutions. The initial step for focusing on the overall performance of instructors is assessment. Teacher behaviors should be examined to figure out the existing talents and weaknesses to make certain that interventions can be supplied to reinforce the strengths and create within the poor things. The analysis process necessitates objective method for evaluation. Search by the present researcher indicated that there had been clearly a necessity to develop an instrument for this specific function in Turkish early childhood knowledge system. The purpose of this study ended up being to develop a rating scale that could be utilized by folks trained in the area to gauge teacher overall performance in terms of direct observable interacting with each other of educators with all the children in the nursery colleges. Teacher's Guide is one of the important thing and you can get more ideas about it from internet.

The Component of Teacher in Preschool Education:

Preschool education comes with the aspects of actual atmosphere, teacher, children, administrator, and objective of the center, curriculum, evaluation and parent involvement. Each one among these elements are particularly important and all of all of them have actually certain demands. The large high quality at the beginning of youth education can simply be acquired whenever these components in addition to demands among these components are properly applied. One most emphasized component; the dimension of 'teacher' constitutes the absolute most vital element of preschool training. A number of scientific studies had been carried away to show the important significance of instructor during the early childhood training (Reichenberg-Hackett, 1962; Rosenthal and Jacobson, 1968; Good et al., 1975; Kounin, 1970; Fagot, 1973; Hyman, 1973; Garbarino, Guttman and Seeley, 1986). In the light of research which includes already been carried out it can be concluded that without an innovative teacher that is sensitive to the requirements of kids and familiar with the developmental qualities of preschool get older children, other aspects of preschool education cannot function successfully. The studies carried out indicated that among the list of factors that manipulate instructor behavior, SES associated with center and the children, objective of the center, age of the teacher, intercourse of children, characteristics of this system accompanied, work related anxiety, conception associated with work setting, getting incentives through the system, greater expectations about teacher performance, opportunities for private development, involved in a centralized versus democratic choice generating systems can be cited (Tizard, Philps and Plewis, 1976; Fagot, 1973, Quay and Jarrett, 1986; Good et al., 1975).

Statement of the Problem:

The purpose of this study is to develop a rating scale which is often utilized by men and women trained on the go to examine the observable behaviors of teachers as they interact with kids when you look at the day-care facilities. The purpose will be construct products and to figure out the absolute most appropriate products for instructor behavior assessment by means of content quality process.

METHOD:

Building of this Instrument

The items with the rating level created were according to five main resources. These sources were available theories of child development and approaches at the beginning of childhood training, available tools when you look at the related industries, behavior categories in Bekman's doctoral dissertation, psychological maltreatment categories and ultimately findings of instructors in day-care options in Istanbul. In regards to ideas of kid development, Heider's naive therapy (Baldwin, 1980), Lewin's area concept (Baldwin, 1980), Piaget's developmental concept (Birren et al.,1981, Fantino and Reynolds, 1975), Werner's organismic developmental principle (Baldwin, 1980, Birren et al., 1981), Frued's psychoanalytic principle of development (Bee, 1975; Fantino and Reynolds, 1975), Erikson's theory of development (Bee, 1975), personal learning theory of child development (Baldwin, 1980; Bee, 1975), Sociological view of youngster development (Baldwin, 1980), Gesell's maturational theory (Bee, 1975; Gesell, 1923) were used in developing the items of this level. In regards to the methods at the beginning of youth training; Ausubelian method (Ausubel and Robinson, 1969; Roopnarine and Johnson, 1987), Montessori system (Roopnarine and Johnson, 1987), the Bank Street approach (Isaacs, 1933, Roopnarine and Johnson, 1987), Tucson early education model (Roopnarine and Johnson, 1987), the Distancing model (Roopnarine and Johnson, 1987), High/Scope program (Hohmann, Bernard and Weikart, 1979) as being the many important one with this study had been made use of within the construction of the things of the scale. The instruments that were utilized in the introduction of the products for this level were as follows, class environment scale (CES) (Tüter, 1989), Parental attitude research instrument (PARI) (Kucuk, 1987), Perceived emotional abuse inventory for teenagers (PEAIFA) (Alantar, 1989), Family environment questionnaire (FEQ) (Usluer, 1989), The instructional environment scale (TIES) (Ysseldyke and Christenson, 1986), working definitions of child emotional maltreatment (Baily and Baily, 1986), Program implementation profile (PIP), Parental acceptance rejection questionnaire (PARQ) (Erdem, 1990). Within the current study, some of the groups in Bekman's doctoral dissertation (1982) had been additionally used. Particularly, participating in to and chatting to staff, good control, bad control, promoting social interaction, questioning kid for information and offering child substantial information or explanation, recommending, instructing, housework and working with play gear, actual contact, affection and convenience, showing to the kid, no contact at all, assisting the child, management, minimum supervision, basic supervision, revealing the activity, organized group activity, organized talk and training program, rigidity, block therapy and social range. All of the components provided the specialist inspiration while constructing both the things and also the categories of this status scale. Emotional maltreatment areas of rejecting, degrading, terrorizing, separating, corrupting, exploiting, doubting emotional responsiveness and adultifying (Finkelhor and Korbin, 1988) had been reviewed in establishing the products of this score level. Observation procedure ended up being held out for the function of validating the groups of behavior achieved through literature analysis and also to see if teacher behaviors aside from those discussed are present. The meeting plus the observance type found in the observation process had been produced by Kagitcibasi, Sunar and Bekman in 1988. In building the products regarding the status level, the "domain-referenced method" suggested by Gable (1986) was utilized. This method helped the specialist to start thinking about the verbs in addition to adjectives that could be appropriate to a preschool instructor behavior in the nursery school options in composing the items.

Item and Category Construction:

In developing the products of the rating level, as an initial action, the prominent ideas and approaches into the field of preschool education had been reviewed. By going through these ideas and approaches the specialist pinpointed the significant categories of teacher behavior. After that, the tools pointed out were carefully examined and it was discovered that some of the things within these devices were appropriate into the goal of the current study. The primary motif of these items were taken and used by simply making some modifications in their particular wordings. The behavior groups in Bekman's doctoral dissertation (1982) provided the researcher inspirations about the feasible instructor habits in preschool education settings together with things representing those behaviors. Since psychologically abusive behaviors limit or end the introduction of kids and such functions should maybe not actually be done by the educators, the emotional maltreatment literature was additionally utilized in building the items of the rating level. The findings made helped to see whether the info which ended up being collected from the categories and the things in those categories could in fact be observed when you look at the nursery schools and whether instructor behaviors various other than those already specified could be seen. It had been discovered that most of the actions represented by the things had been really observed into the nursery colleges. When it comes to instructor behaviors which were not based into the literature reviewed new items were built. After the literary works review plus the observance procedure, 400 things were created. Through consecutive brainstorming sessions with colleagues, the products had been started to be decreased in quantity mainly for the function of practicality. Eventually, the items had been decreased to 96 things. By each one of the 96 products the absolute most essential teacher behaviors were tried to be emphasized and it ended up being thought that this number would be appropriate for the practicality of this instrument. While making the categories of this scale, by methods of the literature review, observation procedure, and psychological maltreatment literature additionally the groups in Bekman's doctoral dissertation (1982) the specialist could gather a thought about the feasible teacher behaviors when you look at the preschool options. About twenty categories which were started with were collapsed collectively relating to their similarity as well as the instructor behaviors that could be representative of a number of categories as well. After plainly defining each instructor behavior and therefore the categories in general, each number of meanings were provided a name. Therefore during the conclusion of this procedure, ten different categories were created each with another type of name. The names were as follows; control, guidance focused promoting social connection, cognitive oriented promoting social connection, education directed behavior, psychological abuse element of instructor and child communicating, affective component of teacher and child interaction, general teacher and child interaction, disciplinary efforts, organizational attempts and competitors. The congruence amongst the things together with operational definition of each classification had been continually examined in order that a high rate of content quality could be obtained at the conclusion of the study.

Content Validity:

To be able to figure out which items will represent the last as a type of the status scale, the scale was sent to 31 specialists whom could be identified to have practical and/or theoretical information about very early youth education industry. The professionals had been from Istanbul, Ankara, Izmir and one from Paris. The scale was offered to the experts in Istanbul really and was shipped to your other individuals. A return rate of 22 out of 31 professionals had been realized. The return rate was 70.9%. All of the specialists took part in this research were females between the ages of 26 and 54, almost all them (40.9%) becoming psychologist with 40.9% keeping a Ph.D. degree, 36.4% of those was nursery school headmaster, 31.8% was academicians, 45.5% was involved in the university, 63.6% had some teaching experience and greater part of the experts had direct connection with preschool age children and preschool educators. The last type of the score level offered to the specialists when it comes to content validity research consisted of 10 categories and 96 items representing these groups. The functional definitions of each group ended up being written straight down. A two-page demographic info survey was added to your scale and also a recommendations page was connected towards the end associated with scale to get tips for the professionals about the products. The information about the items and the categories that the items hypothetically are part of was analyzed simply by making use of two forms of strategies. When you look at the very first technique, initially, the distribution of every certain item to either among the 10 categories or the eleventh no-fit class had been evaluated if you take the frequency counts for each particular item. After that, the level of appropriateness of every particular item to the categories assigned was predicted by multiplying the amount of people with each of the worth of level of appropriateness (3, 2 and 1). After that most of the expected values were added additionally the last price was split into the complete quantity of topics which allocated that item to this certain category. Into the next analysis, a weighted list of project (WIAS) (A. Baykal, private communication, Summer 1990) was found by multiplying the amount of specialists rating the item to be in the chosen group because of the level of appropriateness values of 3 (very proper), 2 and 1 (appropriate) respectively. With the addition of up all of the ratings a WIAS worth was reached for each item. After acquiring a WIAS worth, a weighted index of appropriateness (WIAP) had been determined for each specific product by dividing the WIAS rating into 66. The worth of 66 had been discovered by after the rationale that if most of the 22 specialists had provided a degree of appropriateness of 3 for that item, 22 occasions 3 would be 66. The WIAPs for each specific item had been rank ordered. The things with a WIAP of .333 and above were regarded as material when it comes to final type of the status scale. The worth of .333 was set as a limit following the rationale that if 22 experts had provided an amount of appropriateness of 3 for a specific item, 22 occasions 3 would be 66. When 66 ended up being divided into 2 which would represent 50% regarding the specialists, 33 would be acquired, by dividing 33 into 100, .333 would be gotten.

Results:

In this section the outcomes of the 2 types of statistical analysis carried away is going to be summarized. At the conclusion of the first analytical method it had been found that out of 96 products 36 of these had been chosen by at least 68.18% for the experts with a level of appropriateness with a minimum of 2. These things were as follows, item1, the instructor instead than becoming along with the kids in the group spends his/her time outside the course; item 2, the instructor informs children what never to do without detailing the reason when s/he desires to avoid or end children's behaviors; item 5, the teacher does not let the children to start an innovative new activity like playing an online game or likely to toilet without waiting around for the other children, item 7, the instructor speaks with others or discounts with anything else within the group rather than combining aided by the children; item 9, the instructor gathers children into a bunch to teach anything; item 11, the teacher does not proceed with the day-to-day routine; item 12, the instructor usually smiles, item 13, the instructor does not allow children to talk out of purchase; item 14, the instructor describes the child consequences of his/her steps upon others or perhaps the thoughts of his/her buddy when an issue occurs between two children, item 15, even though the instructor is into the same location with all the children s/he is not included with them if they are playing or doing tasks unless there is a vital reason, item 21, the teacher offers explanations with all the purpose of teaching the kids, item 23, the teacher assists children whenever they look for help while they are performing an activity; item 26, the instructor informs the youngsters how to handle it to control them without supplying behavioral choices, item 28, the teacher praises the youngsters when needed; item 31, the teacher offers the children with the alternative behaviors and explanations when problems arise among the list of children so they can find solutions; item 34, the teacher creates competitors among children by suggesting different rewards while they are dealing aided by the activities; item 36, the instructor strikes the kids so that they get much more active within the activities; item 38, the instructor tosses the materials when you look at the class into the children when s/he gets angry; item 40, the teacher tells the children that they are obtaining on his/her nerves; item 42, the teacher verbally and/or literally punishes the youngsters, item 43, the teacher asks children questions to assist them to comprehend the characteristics of the items, item 44, the teacher teaches children by providing directions whenever s/he desires to teach something, item 56, the teacher as a whole makes tips to boost and reinforce sharing, mutual help and cooperation one of the children; item 58, the teacher continuously picks up a particular child to criticize or to punishment item 59, the teacher directs the kids with strict rules; item 60, the teacher degrades the kids, makes fun of these, item 62, the teacher shows the children the way the materials are utilized; item 63, the teacher threatens the children in purchase for s/he is able to have purchase when you look at the group, item 69, the teacher shows physical affection to children; item 74, the teacher eats because of the children item 76, the teacher asks children questions so that they can begin to see the cause-effect relations and tells children about antecedents and consequences; item 79, the teacher frequently criticizes the children, item 83, the teacher tells the children that s/he does not love them each time they make anything that s/he does not like; item 89, the teacher participates in the activities of the children actively, item 91, the teacher helps the kids once they are putting their clothes on and off and item 92, the teacher assists the kids during the toilet. Twenty one items were chosen by 63.64% to 50% of this experts with an amount of appropriateness of 2 and above. These products had been, item 4, the instructor stocks the issues associated utilizing the children when they have actually a problem, item 20, the instructor makes suggestions to further help develop the tasks the children are doing; product 22, the teacher shows the answer to children when an issue arises among the list of children, product 24, the instructor provides children meals and drink; product 30, the instructor permits the youngsters to enter or leave all the activity places when you look at the class whenever they would like to; product 35, the teacher walks among the list of children to aid them or to supervise the items they're performing while they are doing activities; product 37, the instructor while teaching an activity to your children shows them how to do it himself/herself ; product 45, vast majority of the youngsters spend a lot of idle time; product 47, the teacher desires the youngsters to explain the tasks that they'll begin and also by asking questions s/he assists them; product 48, the instructor permits the children to utilize the products within the class easily whenever they would like to; item 49, the instructor shows exactly the same effect to each child whom does the same thing; item 51, the instructor explains towards the children the consequences of breaking a rule; item 53, the teacher makes suggestions to assist the children take part in the tasks or even supply them with renewable play alternatives; product 57, the teacher complains about the youngsters to other individuals once they try not to tune in to him/her; item 64, the teacher allows the youngsters which will make enjoyable of every other; item 70, the instructor wants the kids to follow specific clichés while they are performing the tasks; product 72, the instructor collects all for the children as a bunch, the youngsters independently or as a group sing songs, tell stories, play team games with rules; item 73, the teacher into the team activities offers the children utilizing the chance of learning by doing; item 88, the teacher cannot find anything that s/he searches for within the group; item 93, the teacher while teaching something to children throughout the group activities directly offers information to your children and item 94, the teacher asks the ideas regarding the children about the principles of behaving in the group and discusses the guidelines with them and describes them towards the children. Altogether 57 items could be considered for addition into the final status scale.

A few of the things had been put into a particular category by an almost all specialists with acceptable degree of appropriateness based on the current requirements yet this was not the group of choice set by the researcher. These products were; 16, the teacher laughs within the jokes for the children; 17, the teacher is interested in the activities regarding the children, 19, the teacher makes the children think into the team activities by asking questions; 50, the instructor permits the children to reveal and tell their feelings whenever they're hurtled or unfortunate 67, the instructor gives his/her time and interest to children each time they desire his/her some time interest; 68, the instructor locks the children into a space or commode to penalize them, 78, as the teacher is showing an activity to the children s/he explains it towards the children clearly thus children understand just what to do and 87, the instructor does maybe not want children to demonstrate love toward him/her. Item 6, the teacher compares children with one another 8, the teacher does a part of the child's task for him/her, 25, the instructor in the team that s/he collected to teach: a-gives examples easy to understand by the kids, b-expects the involvement of all of this kids, c-takes into consideration the passions in addition to desires regarding the children and d-does not provide opportunities whenever it comes to children to resolve, 54, the teacher makes the essential intervention whenever the children are hurt were rated within the formerly selected group by at minimum 50% of the professionals however the amount of appropriateness had been less than 2. A next approach to analysis was decided to be held out for a couple of explanations. The preliminary evaluation remaining the specialist with a desire for lots more refined mathematical treatment. Also, the criteria set when it comes to previous process left out a number of products seen valuable because of the specialist. The next analysis offered more mathematical precision and provided an additional valuable examining process for the addition associated with the things when you look at the final rating scale. Within the next approach to analysis 64 items out of 96 items had been chosen by searching at the WIAP results. While 32 items were decided to be omitted since they had WIAPs lower than .333.

Mainly the same products were omitted when you look at the two strategies of analysis utilized. Into the first method, products 6, 25, 46 the instructor wants a child to accomplish the activities that his/her friends did but s/he's got not done yet; 54, 55 the teacher makes the tasks while the required and used products beforehand, 61: the teacher makes suggestions to children so they can share the tasks they've done and their observations with one another and 90, the teacher in team activities establishes various aims for different children, uses various ways or materials had been additionally excluded. These products were perhaps not excluded into the next approach to analysis.

Discussion:

This rating level ended up being created using the objective of evaluating the performance of nursery school instructors in terms of their particular straight observable relationship utilizing the children. It initially consisted of 10 categories and 96 items. To carry completely of the content credibility research the level was distributed to 31 experts of which 22 came back the scale right back. Two types of analytical evaluation had been held away; when you look at the very first one 57 things could be included towards the last type of the level. Products which were put into different categories by at least 50% of this professionals with an amount of appropriateness with a minimum of 2 together with items which were put into the previously chosen class by at least 50% of the experts however with a degree of appropriateness less than 2 were also retained in the final type of the scale. Also the items with WIAP values greater than .333 had been determined to be contained in the final type of the rating level based on the requirements of 2nd analytical approach to analysis. Entirely 74 items constituted the final type of the rating level. It can be determined that after great scrutiny this scale is ready for interpreter reliability study with its current kind. It had been in the beginning argued that according to offered literary works together with researcher's individual experiences into the industry, instructor is the only many crucial element in preschool options. Also, there had been a demand for an observation device for assessment of preschool instructors into the industry. This research is a first action to the supply of such a tool. An additional means this scale can be used in the industry is in preschool instructor training and training. The groups as well as the behaviors specified under each group can assist form the framework when it comes to education programs. For future year’s studies, a faster type of TEBOS could be created to assist in quick general evaluations.