Construction and Validation of Nepali Teachers’ Self-Efficacy and Classroom Management Practices Instruments Through the E-Delphi Technique

Abstract

This study presents the processes applied in developing and validating Nepali Classroom Management Practices (CMPS) and Nepali Teachers’ Self-Efficacy (NTSE) instruments. The instruments were developed using the e-Delphi technique. To find the consensus benchmark of the responses, the study used a five-point Likert scale and used Microsoft Excel to analyze responses. The items that achieved a 75% consensus were accepted. Following the interviews and two rounds of questionnaire administration, 28 items from the initial 35 for NTSE and 24 items from the initial 52 for CMP were found to have a high consensus among the experts. Therefore, 28-items NTSE and 24-items CMP instruments were developed to measure Nepali public school teachers’ self-efficacy and their classroom management practices. The pilot study results demonstrated that there was strong internal consistency of items with the value of the overall Cronbach’s alpha in both scales α= .86 (NTSE α = .77 and CMP α = .83). These scales can be used for educational research projects in Nepal and then be contextualized to use in other countries.