Teachers’ Self-reported and Observed Effective Teaching Behaviour using the ICALT Framework

Effective teaching behaviour is an important factor positively influencing students’ academic outcomes. While external classroom observations are widely used to assess teaching behaviour, integrating teacher self-reported measures alongside observational instruments remains underexplored. Using data from 661 teachers, a self-reported instrument to assess teachers’ effective teaching behaviour was validated through confirmatory factor analysis and measurement invariance. The difference in scores between the self-reported and the observation instrument, both grounded in the ICALT framework, was examined using Bland-Altman analyses, dependent t-tests and multiple regression analyses controlling for background variables. Findings contribute to the broader teacher effectiveness literature by advancing complementary assessment methods.