![](https://d3ilqtpdwi981i.cloudfront.net/ARBKH8vh2_iF5Y_eyNI5JmbQneI=/425x550/smart/https://bepress-attached-resources.s3.amazonaws.com/uploads/df/1a/80/df1a8076-96ef-4401-9dff-9328adb096c0/thumbnail_bd6ac8d0-0c73-457b-a592-ad077629ad32.jpg)
Teaching behavior impacts student psychopathology. This study explored the associations between teaching behavior types and depressive symptoms in students. The Teaching Behavior Questionnaire (TBQ) and the Center for Epidemiological Studies – Depression Scale (CES-D) were completed by 763 middle and 976 high school students from private Catholic schools. In the middle school sample, a confirmatory factor analysis confirmed the four-factor structure of the TBQ previously found in public high schools. As predicted, a two-level hierarchical linear model (HLM) analysis with the high school sample found that only the Negative Teaching Behavior scale of the TBQ was positively related to CES-D scores, (p < .05). A separate two-level HLM analysis with middle school students found the Instructional Behavior scale was negatively related to CES-D scores (p < .05) and the Organizational Behavior scale was positively related to the CES-D scores (p < .01). Implications of the findings for school personnel are discussed.
This is the peer-reviewed version of the following article:
Pittard, Catherine M., Patrick Pössel and Rosamond J. Smith. "Teaching Behavior Questionnaire: Verifying Factor Structure and Investigating Depressive Symptoms in Catholic Middle and High Schools." 2015. Psychology in the Schools 52(9): 892-905.
which was published in final form at http://doi.org/10.1002/pits.21865
This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.