SUMMARY A questionnaire suitable for completion by teachers of nursery school children is described. Evidence is presented for the reliability of the instrument and its validity is assessed by some comparisons with contemporaneous direct observation of the children. Principal component analyses of the questionnaire data and of the observational measures reveal differences in factor structure. It is concluded that although agreement between observation and questionnaire on many individual items is high, the teachers used an implicit personality theory when completing the questionnaire which does not correspond with the structure revealed by direct observation, but does correspond with that of other raters.
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Roper et al. (1979) studied this question.