A Comparison between the Partial Credit and Rating Scale Models for the Classroom Management Self-Efficacy Scale of the Student Teacher
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Published
Jun 4, 2025
Copyright Information
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Adel Samir Mohamed Hamdan
https://orcid.org/0000-0002-1006-0360
https://orcid.org/0000-0002-1006-0360
Abstract
The study aimed to compare the partial credit model and the rating scale model for the Classroom Management Self-Efficacy Scale on student teachers. The study tool was the Classroom Management Self-Efficacy Scale for the student teacher prepared by (Slater, & Main, 2020) and translated by the researcher. The scale was applied to a sample of (741) students of the college of Education (third and fourth year students) at Assiut University. The results showed that the items of the Classroom Management Self-Efficacy Scale fit both the rating scale model, and the partial credit model. The infit and outfit values were within the acceptable range, ranging between (0.5 and 1.5), and the values of the reliability coefficients were acceptable (all the values of the reliability coefficients were greater than 0.80). The results also indicated the ascending order of the threshold values for the difficulty coefficients of the scale items for the rating scale model, and the partial credit model. The results showed a statistically significant difference at the level of (0.01) between the two models and in favor of the partial credit model, which indicates that the partial credit model is the most accurate and appropriate for the Classroom Management Self-Efficacy Scale.
Metrics
Metrics Loading ...
##plugins.themes.bootstrap3.article.details##
Keywords
Partial Credit ModelRating Scale ModelSelf-efficacyClassroom ManagementStudent teacher
References
Al Adaileh, B. M. (2016). Comparing Maximum Likelihood with Bayesian Methods in the accuracy of estimating persons and threshold parameters using Rasch Rating Model. (unpublished PhD thesis) (in Arabic). University of Jordan, Amman, Jordan.
Al-ʻAshshī, N. (2008). Idārat al-taʻallum al-Ṣafī (in Arabic). Dār al-Yāzūrī al-ʻIlmīyah lil-Nashr wa-al-Tawzīʻ, Amman, Jordan.
Alharbi, A. M. (2018). The role of school leaders in developing class skills from the point of view of teachers at Al-Lith Province (in Arabic). Dirāsāt ʻArabīyah fī al-Tarbiyah wa-ʻilm al-nafs, 100, 299-325. https://doi.org/10.21608/SAEP.2018.32846
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26, 101-126. https://doi.org/10.1007/s10648-013-9244-0
Anderson, L. M., Evertson, C. M., & Emmer, E. T. (1980). Dimensions in classroom management derived from recent research. Journal of Curriculum Studies, 12(4), 343-356. issues (pp. 735–786). Mahwah, NJ: Lawrence Erlbaum. https://doi.org/10.1080/0022027800120407
Andrich, D. (1978). A rating formulation for ordered response categories. Psychometrika, 43, 561-573. https://doi.org/10.1007/BF02293814
Baghdarnia, M., Soreh, R. F., & Gorji, R. (2014). The comparison of two methods of maximum likelihood (ML) and diagonally weighted least squares (DWLS) in testing construct validity of achievement goals. Journal of Educational and Management Studies, 4(1), 22-38.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bear, G. G., Manning, M. A., & Shiomi, K. (2006). Children’s reasoning about aggression: Differences between Japan and the United States and implications for school discipline. School Psychology Review, 35(1), 62-77. https://doi.org/10.1080/02796015.2006.12088002
Bond, T. G., & Fox, C. M. (2013). Applying the Rasch model: Fundamental measurement in the human sciences. Psychology Press.
Boone, W. J. & Staver, J. R. (2020). Advances in Rasch analyses in the human sciences (pp. 287-302). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-43420-5
Boyle, G. J. (1991). Does item homogeneity indicate internal consistency or item redundancy in psychometric scales?. Personality and Individual Differences, 12(3), 291-294. https://doi.org/10.1016/0191-8869(91)90115-R
Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and teacher Education, 4(1), 1-18. https://doi.org/10.1016/0742-051X(88)90020-0
Brouwers, A. & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253. https://doi.org/10.1016/S0742-051X(99)00057-8
Christensen, K. B., Makransky, G., & Horton, M. (2017). Critical values for Yen’s Q 3: Identification of local dependence in the Rasch model using residual correlations. Applied Psychological Measurement, 41(3), 178-194. https://doi.org/10.1177/0146621616677520
De Ayla, R. J. (1993). An introduction to polytomous item response theory models. Measurement & Evaluation in Counseling & Development. 25(4). 172-190.
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751-766. https://doi.org/10.1016/j.tate.2007.02.010
Doyle, W. (1986). Classroom organization and management. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 392–431). Macmillan.
Emmer, E. (1990, June). A scale for measuring teacher efficacy in classroom management and discipline. In Annual meeting of the American Educational Research Association. Boston, MA.
Emmer, E. T. & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755-765. https://doi.org/10.1177/0013164491513027
Evertson C. M., & Weinstein, C. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. Weinstein (Eds.), Handbook of Classroom Management: Research, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Fischer, G. H. & Parzer, P. (1991). An extension of the rating scale model with an application to the measurement of change. Psychometrika, 56(4), 637-651. https://doi.org/10.1007/BF02294496
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). McGraw-hill.
Freiberg, H. J., & Lapointe, J. M. (2013). Research-based programs for preventing and solving discipline problems. In Handbook of classroom management (pp. 745-796). Routledge.
Gadermann, A. M., Guhn, M., & Zumbo, B. D. (2019). Estimating ordinal reliability for Likert-type and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research, and Evaluation, 17(1), 3. https://doi.org/10.7275/n560-j767
Golubtchik, L. M. (2022). Improving Self-Efficacy in Pre-Service Teachers by Expanding Classroom Management Skill Development (Doctoral dissertation, Fordham University).
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
He, Q. & Wheadon, C. (2013). The effect of sample size on item parameter estimation for the partial credit model. International Journal of Quantitative Research in Education, 1(3), 297-315. https://doi.org/10.1504/IJQRE.2013.057692
Li, C. H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48, 936-949. https://doi.org/10.3758/s13428-015-0619-7
Linacre, J. M. (2002). Optimizing rating scale category effectiveness. Journal of Applied Measurement, 3(1), 85-106.
–––. (2006). Winsteps Rasch measurement computer program (Version 4.0. 1). Chicago, IL: Winsteps. com.
Martin, A. J., Linfoot, K., & Stephenson, J. (1999). How teachers respond to concerns about misbehavior in their classroom. Psychology in the Schools, 36(4), 347-358. https://doi.org/10.1002/(SICI)1520-6807(199907)36:4<347::AID-PITS7>3.0.CO;2-G
Martin, N. K. & Sass, D. A. (2010). Construct validation of the behavior and instructional management scale. Teaching and Teacher Education, 26(5), 1124-1135. https://doi.org/10.1016/j.tate.2009.12.001
Muthén, L. K. & Muthén, B. O. (2015). Mplus. Version 7.13. Los Angeles, CA: Muthén & Muthén.
O'Neill, S. C. & Stephenson, J. (2011). The measurement of classroom management self‐efficacy: A review of measurement instrument development and influences. Educational Psychology, 31(3), 261-299. https://doi.org/10.1080/01443410.2010.545344
Revicki, D. A. & Reise, S. P. (2014). Summary: New IRT problems and future directions. In Handbook of Item Response Theory Modeling (pp. 475-480). Routledge.
Skaalvik, E. M. & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
Slater, E. V. & Main, S. (2020). A measure of classroom management: Validation of a pre-service teacher self-efficacy scale. Journal of Education for Teaching, 46(5), 616-630. https://doi.org/10.1080/02607476.2020.1770579
Sondergeld, T. A. & Johnson, C. C. (2014). Using Rasch measurement for the development and use of affective assessments in science education research. Science Education, 98(4), 581-613. https://doi.org/10.1002/sce.21118
Swaminathan, H. & Rogers, H. J. (1990). Detecting differential item functioning using logistic regression procedures. Journal of Educational Measurement, 27(4), 361-370. https://doi.org/10.1111/j.1745-3984.1990.tb00754.x
Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M. & Woolfolk Hoy, A. (2002, April). The influence of resources and support on teachers’ efficacy beliefs. In Annual meeting of the American Educational Research Association, LA.
Tutz, G., Schauberger, G., & Berger, M. (2018). Response styles in the partial credit model. Applied Psychological Measurement, 42(6), 407-427. https://doi.org/10.1177/0146621617748322
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294. https://doi.org/10.2307/1170546
Wentzel, K. R. (2009). Students’ relationships with teachers as motivational contexts. In Handbook of motivation at school (pp. 315-336). Routledge.
Wright, B. D. & Masters, G. N. (1982). Rating scale analysis. MESA press.
Wubbels, T., Brekelmans, M., Den Brok, P., Wijsman, L., Mainhard, T., & Van Tartwijk, J. (2014). Teacher-student relationships and classroom management. Handbook of Classroom Management, 2, 363-386.
*************************************************************************************************
الحربي، على محمد مرعى. (2018). دور قادة مدارس محافظة الليث في تنمية مهارات الإدارة الصفية لدى المعلمين. دراسات عربية في التربية وعلم النفس، 100، 299-325.
العشي، نوال. (2008). إدارة التعلم الصفي. دار اليازوري العلمية للنشر والتوزيع، عمان، الأردن.
العضايلة، بسام محمود عبد الله. (2016). المقارنة بين طريقتي الأرجحية العظمى وبييز في دقة تقدير معالم الأفراد والعتبات الفارقة باستخدام نموذج راش للتقدير المتدرج [رسالة دكتوراه غير منشورة]. الجامعة الأردنية، عمان، الأردن.
Al-ʻAshshī, N. (2008). Idārat al-taʻallum al-Ṣafī (in Arabic). Dār al-Yāzūrī al-ʻIlmīyah lil-Nashr wa-al-Tawzīʻ, Amman, Jordan.
Alharbi, A. M. (2018). The role of school leaders in developing class skills from the point of view of teachers at Al-Lith Province (in Arabic). Dirāsāt ʻArabīyah fī al-Tarbiyah wa-ʻilm al-nafs, 100, 299-325. https://doi.org/10.21608/SAEP.2018.32846
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26, 101-126. https://doi.org/10.1007/s10648-013-9244-0
Anderson, L. M., Evertson, C. M., & Emmer, E. T. (1980). Dimensions in classroom management derived from recent research. Journal of Curriculum Studies, 12(4), 343-356. issues (pp. 735–786). Mahwah, NJ: Lawrence Erlbaum. https://doi.org/10.1080/0022027800120407
Andrich, D. (1978). A rating formulation for ordered response categories. Psychometrika, 43, 561-573. https://doi.org/10.1007/BF02293814
Baghdarnia, M., Soreh, R. F., & Gorji, R. (2014). The comparison of two methods of maximum likelihood (ML) and diagonally weighted least squares (DWLS) in testing construct validity of achievement goals. Journal of Educational and Management Studies, 4(1), 22-38.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bear, G. G., Manning, M. A., & Shiomi, K. (2006). Children’s reasoning about aggression: Differences between Japan and the United States and implications for school discipline. School Psychology Review, 35(1), 62-77. https://doi.org/10.1080/02796015.2006.12088002
Bond, T. G., & Fox, C. M. (2013). Applying the Rasch model: Fundamental measurement in the human sciences. Psychology Press.
Boone, W. J. & Staver, J. R. (2020). Advances in Rasch analyses in the human sciences (pp. 287-302). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-43420-5
Boyle, G. J. (1991). Does item homogeneity indicate internal consistency or item redundancy in psychometric scales?. Personality and Individual Differences, 12(3), 291-294. https://doi.org/10.1016/0191-8869(91)90115-R
Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and teacher Education, 4(1), 1-18. https://doi.org/10.1016/0742-051X(88)90020-0
Brouwers, A. & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253. https://doi.org/10.1016/S0742-051X(99)00057-8
Christensen, K. B., Makransky, G., & Horton, M. (2017). Critical values for Yen’s Q 3: Identification of local dependence in the Rasch model using residual correlations. Applied Psychological Measurement, 41(3), 178-194. https://doi.org/10.1177/0146621616677520
De Ayla, R. J. (1993). An introduction to polytomous item response theory models. Measurement & Evaluation in Counseling & Development. 25(4). 172-190.
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751-766. https://doi.org/10.1016/j.tate.2007.02.010
Doyle, W. (1986). Classroom organization and management. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 392–431). Macmillan.
Emmer, E. (1990, June). A scale for measuring teacher efficacy in classroom management and discipline. In Annual meeting of the American Educational Research Association. Boston, MA.
Emmer, E. T. & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755-765. https://doi.org/10.1177/0013164491513027
Evertson C. M., & Weinstein, C. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. Weinstein (Eds.), Handbook of Classroom Management: Research, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Fischer, G. H. & Parzer, P. (1991). An extension of the rating scale model with an application to the measurement of change. Psychometrika, 56(4), 637-651. https://doi.org/10.1007/BF02294496
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). McGraw-hill.
Freiberg, H. J., & Lapointe, J. M. (2013). Research-based programs for preventing and solving discipline problems. In Handbook of classroom management (pp. 745-796). Routledge.
Gadermann, A. M., Guhn, M., & Zumbo, B. D. (2019). Estimating ordinal reliability for Likert-type and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research, and Evaluation, 17(1), 3. https://doi.org/10.7275/n560-j767
Golubtchik, L. M. (2022). Improving Self-Efficacy in Pre-Service Teachers by Expanding Classroom Management Skill Development (Doctoral dissertation, Fordham University).
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
He, Q. & Wheadon, C. (2013). The effect of sample size on item parameter estimation for the partial credit model. International Journal of Quantitative Research in Education, 1(3), 297-315. https://doi.org/10.1504/IJQRE.2013.057692
Li, C. H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48, 936-949. https://doi.org/10.3758/s13428-015-0619-7
Linacre, J. M. (2002). Optimizing rating scale category effectiveness. Journal of Applied Measurement, 3(1), 85-106.
–––. (2006). Winsteps Rasch measurement computer program (Version 4.0. 1). Chicago, IL: Winsteps. com.
Martin, A. J., Linfoot, K., & Stephenson, J. (1999). How teachers respond to concerns about misbehavior in their classroom. Psychology in the Schools, 36(4), 347-358. https://doi.org/10.1002/(SICI)1520-6807(199907)36:4<347::AID-PITS7>3.0.CO;2-G
Martin, N. K. & Sass, D. A. (2010). Construct validation of the behavior and instructional management scale. Teaching and Teacher Education, 26(5), 1124-1135. https://doi.org/10.1016/j.tate.2009.12.001
Muthén, L. K. & Muthén, B. O. (2015). Mplus. Version 7.13. Los Angeles, CA: Muthén & Muthén.
O'Neill, S. C. & Stephenson, J. (2011). The measurement of classroom management self‐efficacy: A review of measurement instrument development and influences. Educational Psychology, 31(3), 261-299. https://doi.org/10.1080/01443410.2010.545344
Revicki, D. A. & Reise, S. P. (2014). Summary: New IRT problems and future directions. In Handbook of Item Response Theory Modeling (pp. 475-480). Routledge.
Skaalvik, E. M. & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
Slater, E. V. & Main, S. (2020). A measure of classroom management: Validation of a pre-service teacher self-efficacy scale. Journal of Education for Teaching, 46(5), 616-630. https://doi.org/10.1080/02607476.2020.1770579
Sondergeld, T. A. & Johnson, C. C. (2014). Using Rasch measurement for the development and use of affective assessments in science education research. Science Education, 98(4), 581-613. https://doi.org/10.1002/sce.21118
Swaminathan, H. & Rogers, H. J. (1990). Detecting differential item functioning using logistic regression procedures. Journal of Educational Measurement, 27(4), 361-370. https://doi.org/10.1111/j.1745-3984.1990.tb00754.x
Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M. & Woolfolk Hoy, A. (2002, April). The influence of resources and support on teachers’ efficacy beliefs. In Annual meeting of the American Educational Research Association, LA.
Tutz, G., Schauberger, G., & Berger, M. (2018). Response styles in the partial credit model. Applied Psychological Measurement, 42(6), 407-427. https://doi.org/10.1177/0146621617748322
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294. https://doi.org/10.2307/1170546
Wentzel, K. R. (2009). Students’ relationships with teachers as motivational contexts. In Handbook of motivation at school (pp. 315-336). Routledge.
Wright, B. D. & Masters, G. N. (1982). Rating scale analysis. MESA press.
Wubbels, T., Brekelmans, M., Den Brok, P., Wijsman, L., Mainhard, T., & Van Tartwijk, J. (2014). Teacher-student relationships and classroom management. Handbook of Classroom Management, 2, 363-386.
*************************************************************************************************
الحربي، على محمد مرعى. (2018). دور قادة مدارس محافظة الليث في تنمية مهارات الإدارة الصفية لدى المعلمين. دراسات عربية في التربية وعلم النفس، 100، 299-325.
العشي، نوال. (2008). إدارة التعلم الصفي. دار اليازوري العلمية للنشر والتوزيع، عمان، الأردن.
العضايلة، بسام محمود عبد الله. (2016). المقارنة بين طريقتي الأرجحية العظمى وبييز في دقة تقدير معالم الأفراد والعتبات الفارقة باستخدام نموذج راش للتقدير المتدرج [رسالة دكتوراه غير منشورة]. الجامعة الأردنية، عمان، الأردن.
How to Cite
Hamdan , Adel Samir Mohamed. 2025. “A Comparison Between the Partial Credit and Rating Scale Models for the Classroom Management Self-Efficacy Scale of the Student Teacher”. Journal of Educational Sciences – Qatar University 25 (1). https://doi.org/10.29117/jes.2025.0213.
Section
Articles in Arabic