Conductas disruptivas desde la óptica del docente: Validación de una escala

Abstract

In recent years difficulties in the field of teaching have increased considerably, due to what it is known as disruptive classroom behaviour. Proof of this can be seen in the fact that this topic is the focus of numerous recent studies and also in the fact that this question appears frequently in the media. The main purpose of this study is to validate a scale in order to know objectively the views of educational professionals about disruptive classroom behaviours. Taking into account previous literature and working with a panel of experts, a new scale of 15 items was developed. The scale was distributed to a sample composed of 346 professionals with an average age of 43. An exploratory factor analysis, a principal components analysis and an analysis of correlations between factors were applied. Such analyses have confirmed that the factorial structure of the scales converges towards the anticipated factors and it reaffirms its weight and confidence level. It can be concluded from this that the scale is valid for measuring the perception of teachers regarding the question being studied. The data indicates an optimum fit of the three-dimensional structure to the items of the scale.