RESUMO
Introduction: The purpose of this study is to provide evidence of validity and reliability of Revised version of the Teacher Observation of Classroom Adaptation Scale [TOCAS-R] among Iranian elementary students
Materials and Methods: This investigation is a psychometrics study. Three hundred 3[rd] and 4[th] grade students [ages 9 and 10] were selected through multi-stages sampling from Tabriz elementary schools. Samples completed TOCAS and Disruptive Behavior Rating Scale [DBRS]. Exploratory factor analysis, Pearson correlation coefficient and internal consistency were used to calculate the TOCAS factor structure [construct validity], convergent validity and reliability, respectively
Results: To obtain structure validity, principal component analysis with varimax rotation identified three factors, namely, inattention, aggression, and prosocial behavior. Cronbach alpha of the scale showed that this scale had reliable internal consistency. The TOCAS was specifically developed for assessing teachers' perceptions of children's classroom behaviors and adjustment to the school environment. Significant correlations were found between subscales of TOCAS and DBRS [P<0.05]
Conclusion: TOCAS may be useful for program evaluators and researchers who are interested in using a valid, reliable, and efficient method for assessing change in student behaviors