BACKGROUND There is an increasing evidence of the role that teachers' educational practices have for students' school achievement and their well-being. However, there is a lack of valid measures in Spanish to address effective educational practices based on students' perceptions. In response, this study aims to provide a valid, reliable scale for measuring educational practices in school settings: the Students' ratings of Teachers' Educational Practices Scale (STEPS). METHODS We analyzed the scale's internal consistency and reliability, factor solution and invariance, and criterion validity, by using a multilevel approach in a sample of 2,242 students nested in 104 classrooms from 22 Spanish schools. RESULTS Indicated that the scale exhibited good reliability according to the omega coefficient (within =.86 and between level =.98). The multilevel confirmatory factor analysis (MCFA) revealed a hierarchical factor solution: classroom management, instructional strategies, and students' engagement as first-order factors, and a general second-order factor labeled as effective educational practices. The scale demonstrated configural invariance by teaching level, sex, and region. Effective educational practices were associated with student self-esteem at the individual level. CONCLUSIONS This study offers a reliable, valid instrument, STEPS, for measuring effective educational practices.

中文翻译：

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教师效能量表的改编，以通过学生的评级来衡量有效的教师教育实践：一种多层次的方法。

背景越来越多的证据表明教师的教育实践对学生的学业成绩和他们的幸福感所起的作用。然而，西班牙语缺乏有效的措施来解决基于学生认知的有效教育实践。作为回应，本研究旨在提供一个有效、可靠的量表来衡量学校环境中的教育实践：教师教育实践量表 (STEPS) 的学生评分。方法 我们通过对来自 22 所西班牙学校的 104 间教室的 2,242 名学生的样本使用多层次方法分析了该量表的内部一致性和可靠性、因子解和不变性以及标准效度。结果表明，根据欧米茄系数（= . 86 和之间的级别 =.98）。多层次验证性因素分析 (MCFA) 揭示了一个分层因素解决方案：课堂管理、教学策略和学生参与度作为一阶因素，而一般的二阶因素标记为有效的教育实践。该量表显示出不同教学水平、性别和地区的配置不变性。有效的教育实践与学生在个人层面的自尊有关。结论 本研究提供了一种可靠、有效的工具 STEPS，用于衡量有效的教育实践。以及标记为有效教育实践的一般二阶因素。该量表显示出不同教学水平、性别和地区的配置不变性。有效的教育实践与学生在个人层面的自尊有关。结论 本研究提供了一种可靠、有效的工具 STEPS，用于衡量有效的教育实践。以及标记为有效教育实践的一般二阶因素。该量表显示出不同教学水平、性别和地区的配置不变性。有效的教育实践与学生在个人层面的自尊有关。结论 本研究提供了一种可靠、有效的工具 STEPS，用于衡量有效的教育实践。