Teachers’ attitudes and beliefs on classroommanagement contribute significantly to student learningand development. Despite its importance, research in thisaspect, however, has still been stymied by the difficulty ofmeasuring teachers’ classroom management attitudes andbeliefs. Psychometrically sound instruments to measureteachers’ classroom management attitudes and beliefs arestill unavailable for use in Asian classrooms. In view ofsuch reality, this study was intended to evaluate the psy-chometric properties of the Attitudes and Beliefs ofClassroom Control Inventory-Adapted (ABCC-A) in Sin-gapore schools. Construct validation of ABCC-A wasconducted in three studies. Participants’ responses to the27-item ABCC inventory from the first-phase data collec-tion (N=512) were used in study 1 and study 2. Partici-pants and their responses to the revised ABCC-A inventoryfrom the second-phase data collection were used in study 3.In study 1, half of the first-phase data collection sample(N1=259) was randomly selected for the exploratoryfactor analysis and reliability test. In the study 2, the otherhalf of first-phase sample (N2=253) will be used for theconfirmatory factor analysis (CFA) test. In study 3, par-ticipants (N3=41) who completed the revised ABCC-A,teacher efficacy scale, and questionnaire on teacher inter-action questionnaires in the second-phase data collectionwill be used for convergent and discriminate validity tests.The CFA of ABCC-A revealed a good model fit ofinstruction management and people management subscalesand acceptable evidence of invariance among differentgroups of beginning teachers in Singapore primary andsecondary schools

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• Validation of Attitudes and Beliefs on Classroom ControlInventory among Beginning Teachers in Singapore Schools