Assessing the Psychometric Qualities of the Data-Informed School Leadership Survey

IF 2.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Administration Quarterly Pub Date : 2024-09-10 DOI:10.1177/0013161x241271250

Jingping Sun, Jiangang Xia, Cheng Hua, Kaiwen Man, Bob L. Johnson

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引用次数: 0

Abstract

Purpose: There is little consensus in the literature regarding a) what it means for a school leader to lead with data, and b) how to measure data-informed leadership in a reliable and valid way. This study examines the psychometric properties of an operational measure intended to assess the extent to which a school leader is a ‘data-informed school leader. The measurement invariance, reliabilities and construct and predictive validities of the Data-Informed School Leadership Survey (DISL Survey) are assessed using various psychometric statistical techniques. Methods: Using data collected from teachers in 155 public middle schools in a southern state, the following psychometric statistics used to address our purpose: the Many-Facet Rasch (MFR) Model, Bayesian second-order Confirmatory Factor Analysis (CFA), Bayesian Structural Equation Modeling- Multiple Indicators, Multiple Causes analysis (Bayesian SEM-MIMIC), and reliability analysis. Findings: Results: confirm an adequate fit from all MFR, Bayesian CFA, and MIMIC models and a high reliability (Cronbach α = .98). The DISL Survey instrument exhibits sound psychometric properties. Results likewise confirm the value of using MFR modeling and Bayesian methods to examine the psychometric properties of DISL Survey as a means of improving educational leadership measures. Implications for Research and Practice: Data from this study confirm the validity and reliability of the Data-Informed School Leadership Survey (DISL Survey) as an instrument to assess the strengths and weaknesses of Data-Informed School Leadership (DISL) and as such a means for providing feedback for improving such leadership. Heretofore a measure for assessing this leadership was non-existent.

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评估数据信息型学校领导力调查的心理测量质量

目的：关于 a) 学校领导者以数据为依据进行领导的含义，以及 b) 如何以可靠有效的方式衡量以数据为依据的领导力，文献中几乎没有达成共识。本研究考察了一种操作性测量方法的心理测量特性，该方法旨在评估学校领导者在多大程度上是一名 "数据信息型学校领导者"。采用各种心理测量统计技术，对数据信息型学校领导力调查（DISL Survey）的测量不变性、可靠性、建构有效性和预测有效性进行了评估。方法：利用从南部某州 155 所公立中学教师那里收集到的数据，采用以下心理统计方法来实现我们的目的：多面拉施模型（MFR）、贝叶斯二阶确证因子分析（CFA）、贝叶斯结构方程模型--多指标、多原因分析（贝叶斯 SEM-MIMIC）和信度分析。研究结果结果：证实所有 MFR、贝叶斯 CFA 和 MIMIC 模型都具有充分的拟合性和较高的信度（Cronbach α = .98）。DISL 调查工具具有良好的心理测量特性。研究结果同样证实了使用 MFR 建模和贝叶斯方法来检验 DISL 调查的心理测量特性，以改进教育领导力测量方法的价值。对研究和实践的启示：本研究的数据证实了数据信息型学校领导力调查（DISL Survey）作为一种评估数据信息型学校领导力（DISL）优缺点的工具的有效性和可靠性，以及作为一种为改进这种领导力提供反馈的手段的有效性和可靠性。在此之前，还没有评估这种领导力的措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.90

自引率

3.00%

发文量

期刊介绍： Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.