Development and Standardization of a Classroom Management Impact Scale for Higher Secondary Students

Abstract

An accurate and trustworthy Classroom Management Impact Scale tailored to students in upper-level secondary schools is the primary focus of this research. Positive learning environments, improved academic achievement, and well-behaved students are all results of well-managed classrooms. The major goal was to develop a thorough instrument that assesses the multi-dimensional impacts of management strategies on students' participation in class, their conduct in class, and the general atmosphere of the classroom. The construction of the scale began with a comprehensive literature analysis. Next, important constructs such student autonomy, teacher control, and disciplinary tactics were identified. Finally, items for the scale were generated. The information was validated by experts to make sure it was clear and relevant. Its reliability (internal consistency and test-retest reliability) and validity (content, concept, and criterion-related) were then established by administering the scale to a representative sample of upper secondary pupils. The normative data given by the standardisation procedure allowed for more meaningful interpretation of scores. Evidence from this study suggests that the scale is a reliable tool for gauging how different forms of classroom management affect students' capacity to learn. In the end, this tool may help researchers, legislators, and teachers assess and improve classroom settings, which in turn improves student results and the efficacy of education at the secondary level.