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.