An evaluation of the Behavior and Instructional Management Scale's psychometric properties using Portuguese teachers

Classroom management research is an important topic as teachers cannot effectively educate students in unstructured environments. With that said, few psychometrically sound measures are available to measure behavior and instructional management. Using 1520 Portuguese teachers, we evaluated the Behavior and Instructional Management Scale's (BIMS) psychometric properties using Bayesian estimation and found that the original 12-item scale provided reasonable evidence of factorial validity and internal consistency reliability; however, a slightly revised model may be more promising. The BIMS subscales also had strong concurrent validity evidence based on the associations with perceived student engagement, perceived instructional strategies, and perceived classroom management.