Accuracy of Teacher Reports: Reports and Observations of Specific Classroom Behaviors

A recent review by Hook and Rosenshine on the accuracy of teacher self-reports of specific classroom behaviors concluded that self-report descriptions of single behaviors cannot be assumed to represent the actual practice of individual teachers. The present study explored accuracy of self-reports under conditions not represented in the reviewed studies. Self-reports and observation data were obtained from 49 teachers who have adopted programs sponsored by the National Diffusion Network. Significant correlations between teachers and observers were obtained for 62 percent of the items describing specific classroom behaviors. The results support continued inquiry into conditions that influence accuracy rather than abandoning the use of teacher self-reports of specific classroom behaviors.