Supervising Teacher Behavior Description Questionnaire

Sistrunk, W. E., et al. (1983). Investigations of supervisory behavior: A symposium. Paper presented at Mid-South Edu- cation Research Association. ERIC ED 238 203.

Comments:

The 54-item Supervising Teacher Behavior Description Questionnaire (STBDQ) was modified from the Supervisory Behavior Description Questionnaire. Both instruments are useful in evaluating behaviors of supervisory educational personnel in terms of whether respondents prefer supervisors to behave in a directive, collaborative, or nondirective manner in relation to specific supervisory tasks. The STBDQ was designed specifically for supervising teachers in order to obtain feedback in the process of supervising student teachers.

Scale Construction:

The instrument provides three broad dimension scores: Directive, Collaborative, and Nondirective; three subscale scores: Planning and organizing, Instructional management, and Instructional evaluation, as well as a total score.

Sample:

The total sample of 227 was composed of 132 student teachers and 95 supervising teachers.

Reliability:

Alpha coefficients for the dimensions were as follows: total score 0.97, directive 0.95, collaborative 0.95, and nondirective 0.96; and for the subscales 0.88, 0.94, and 0.93, respectively.

Validity:

Attempts to obtain construct, content, and criterion related validity were provided.

Factor Analysis:

Factor analysis in order to produce the dimensions and subscales was performed; however, details concerning this analysis were not provided.

Reference

 

Supervising Teacher Behavior Description Questionnaire

Form 2
1. The supervising teacher should write and plan units and lessons for the student teaching experience.
2. The supervising teacher should collaborate with the student teacher in writing and planning units and lessons.
3. The supervising teacher should permit the student teacher to plan and write his/her own units and lessons.
4. The supervising teacher should determine the educational objectives and how they are to be achieved.
5. The supervising teacher should collaborate with the student teacher in determining the educational objectives and how they are to be achieved.
6. The supervising teacher should permit the student teacher to determine the educational objectives and how they are to be achieved.
7. The supervising teacher should group students within the classroom for instructional purposes.
8. The supervising teacher should collaborate with the student teacher in grouping students within the classroom for instructional purposes.
9. The supervising teacher should permit the student teacher to group students within the classroom for instructional purposes.
10. The supervising teacher should tell and/or show the student teacher how to improve students’ study and work habits.
11. The supervising teacher should collaborate with the student teacher in telling and/or showing the students how to improve their study and work habits.
12. The supervising teacher should permit the student teacher to tell and/or show the students how to improve their study and work habits.
13. The supervising teacher should require standard procedures and format of unit and lesson plans.
14. The supervising teacher should collaborate with the student teacher in developing standard unit and lesson plans.
15. The supervising teacher should permit student teachers to develop standard unit and lesson plans.
16. The supervising teacher should show the student teacher how to use machines and materials.
17. The supervising teacher should collaborate with the student teacher in learning how to use machines and materials.
18. The supervising teacher should permit the student teacher to learn how to use machines and materials.
19. The supervising teacher should assign specific instructional tasks to the student teacher.
20. The supervising teacher should collaborate with the student teacher in the choice of instructional tasks.

21. The supervising teacher should permit the student teacher to select his/her own instructional tasks.
22. The supervising teacher should preview and select curricular materials prior to their use by the student teacher.
23. The supervising teacher should collaborate with the student teacher in previewing and selecting curricular materials prior to their use by the student teacher.
24. The supervising teacher should permit the student teacher to preview and select his/her own curricular material.
25. The supervising teacher should decide if curricular materials are contributing to the desired educational objectives.
26. The supervising teacher and the student teacher should collaborate in deciding if curricular materials are contribut- ing to the desired educational objectives.
27. The supervising teacher should permit the student teacher to decide if curricular materials are contributing to the desired educational objectives.
28. The supervising teacher should determine the areas of improvement needed by the student teacher and tell/show him/her how to improve.
29. The supervising teacher and the student teacher should collaborate in determining the areas of improvement needed by the student teacher and the means of improving.
30. The supervising teacher should permit the student teacher to determine the areas of improvement needed by the student teacher and how to improve.
31. The supervising teacher should provide a framework for implementation of educational innovations by the student teacher.
32. The supervising teacher and the student teacher should collaborate in providing frameworks for the implementation of educational innovations by the student teacher.
33. The supervising teacher should permit the student teacher to devise frameworks for implementing educational in- novations in his/her classes.
34. The supervising teacher should identify instructional problems encountered by the student teacher.
35. The supervising teacher should collaborate with the student teacher in identifying instructional problems encoun- tered by the student teachers.
36. The supervising teacher should permit the student teacher to identify his/her instructional problems.
37. The supervising teacher should require the student teacher to develop written long range instructional plans.
38. The supervising teacher and the student teacher should collaborate in the development of long range written instruc- tional plans.
39. The supervising teacher should permit the student teacher to develop long range written instructional plans.
40. The supervising teacher should establish objectives and procedures for evaluating the student teacher’s instruction.
41. The supervising teacher and the student teacher should collaborate in establishing objectives and procedures for evaluating the student teacher’s instruction.
42. The supervising teacher should permit the student teacher to establish objectives and procedures for evaluating his/ her instruction.
43. The supervising teacher should base the evaluation of the student teacher’s progress on research.
44. The supervising teacher and the student teacher should collaborate in developing research-based criteria for evaluat- ing the student teacher’s progress.
45. The supervising teacher should permit the student teacher to develop research-based criteria for evaluating student teacher progress.
46. The supervising teacher should tell/show the student teacher how to teach more effectively.
47. The supervising teacher and the student teacher should collaborate in determining how the student teacher can teach more effectively.
48. The supervising teacher should permit the student teacher to determine how he/she can teach more effectively.
49. The supervising teacher should select instruments for evaluating student teacher progress.
50. The supervising teacher and the student teacher should collaborate in selecting instruments for evaluating student teacher progress.
51. The supervising teacher should permit the student teacher to select instruments for evaluating student teacher progress.
52. The supervising teacher should conduct action research about teaching on a regular basis.
53. The supervising teacher and the student teacher should collaborate in conducting action research about teaching on a regular basis.
54. The supervising teacher should permit the student teacher to conduct action research about teaching on a regular basis.

Scoring:

It is a semantic differential scale that ranges from Satisfying/Dissatisfying; and/or Motivating/Nonmotivating.