Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

Spring 2026

Thesis Director

Margaret T. Floress

Thesis Committee Member

Gary L. Canivez

Thesis Committee Member

John H. Mace

Thesis Committee Member

Assege HaileMariam

Abstract

The purpose of this study was to expand the research on the social validity of a standardized classroom observation tool (the Five in 20 Classroom Observation Tool; FCOT), that assessed the use of five critical features in effective classroom management strategies. Forty-two school administrators (who had experience providing classroom observations and feedback) were recruited. Participants viewed a 20-minute video of a second-grade teacher’s classroom instruction while simultaneously completing the FCOT. Then, participants completed the modified Behavior Intervention Rating Scale (M-BIRS), which was adapted to measure participants’ acceptability of the FCOT. Most administrators (74%) found the FCOT to be an acceptable observation tool to assess teachers’ behavior management practices. Administrators also reported the amount of time they spend (actual and ideal) evaluating teachers for retention and tenure, providing behavior management support, and providing curriculum instruction support. Administrators’ ideal time was greater than their actual time spent for each category and these differences were statistically significant with a large to moderate effect size. There was no significant relationship between administrators’ amount of time providing classroom management support and their acceptability rating of the FCOT. Additionally, administrators who received training in providing behavior management support did not rate the FCOT significantly more acceptable than those without training. Limitations and future research are discussed.

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