Description

The Social Competence—Teacher Post-Ratings (SCTPR-10) is an assessment tool designed to evaluate students’ social competence through teacher ratings. It provides a systematic approach for recording teachers’ perceptions regarding students’ social skills, behaviours, and interpersonal functioning within the educational environment.

Teacher evaluations provide valuable information about students’ social adaptation, cooperation, communication abilities, and possible areas requiring additional developmental support.

Objective

The main objective of the SCTPR-10 is to provide a reliable and structured method for assessing students’ social competence based on teachers’ observations.

The results can contribute to identifying students who may need additional support in developing social skills and can assist in designing educational interventions and programs that promote students’ social development.

Structure and Content

The SCTPR-10 focuses on dimensions related to students’ social competence as observed in the school environment.

The assessment is completed by teachers, who provide ratings based on students’ everyday social behaviours and interactions. The tool allows the evaluation of differences in social functioning among students and groups of students.

Scoring Method

The SCTPR-10 scoring process involves the evaluation of teacher ratings and the calculation of quantitative indicators describing students’ social competence.

The calibration of the instrument focuses on ensuring reliability and validity through procedures such as internal consistency assessment, evaluation of rating stability, and comparisons with other similar assessment tools.

Data Analysis and Use

Analysis of SCTPR-10 data includes statistical processing of teacher ratings. This may involve descriptive statistics, such as means and standard deviations, as well as comparisons between individual students or groups of students.

More advanced statistical methods, such as factor analysis, may also be used to examine the structure of social skills and identify underlying dimensions of social competence.

The SCTPR-10 can be used in educational research, school psychology, and intervention planning to evaluate social development and support students’ interpersonal skills.

Validity and Reliability

The reliability and validity of the SCTPR-10 are examined through psychometric procedures, including internal consistency, test–retest evaluation of ratings, and comparisons with other assessment instruments.

These procedures support the consistent use of the SCTPR-10 across different educational settings and student populations.

References

Conduct Problems Prevention Research Group. (1991). Technical Report. Durham, NC: Department of Psychology, Duke University.