Diseño y estructura factorial del cuestionario Percepción del Alumnado sobre el Clima Escolar (PACE)

Abstract

espanolHan sido muchos y muy diversos los instrumentos que se han desarrollado en los paises anglosajones para evaluar el clima escolar. Sin embargo, todavia no existe ningun instrumento de medida ampliamente aceptado y validado en castellano que, a traves de distintas dimensiones, evalue de manera equilibrada los aspectos principales que la mayoria de las investigaciones defienden como componentes del clima escolar. Para tratar de solventar esta limitacion, el objetivo de este estudio es elaborar un nuevo instrumento de medida de la percepcion sobre el clima escolar y analizar su validez de constructo y convergente. Participaron en la investigacion 480 estudiantes de Alava y Madrid de entre 12 y 18 anos (M = 14.91; DT = 1.49), de los cuales 286 (59.6%) eran mujeres y 194 (40.4%) hombres. El alumnado participante cumplimento dos cuestionarios: el PACE (clima escolar) y la version adaptada al castellano del School Engagement Measure (implicacion escolar). Los analisis realizados permiten seleccionar los items mas adecuados para la medida multidimensional del clima escolar. El cuestionario presenta una consistencia interna y validez externa adecuadas. En consecuencia, el nuevo cuestionario consigue superar la limitacion de otros instrumentos de medida creados con anterioridad y se discute el procedimiento a seguir en orden a continuar con la validacion del mismo. EnglishThere have been many different instruments that have been developed in Anglo-Saxon countries in order to evaluate school climate. However, it doesn’t exist yet a widely accepted and validated measurement instrument in Spanish that evaluates in a balanced way, through different dimensions, the main aspects that most researches defend as components of the school climate. With the purpose of overcoming this limitation, the objective of this study is to elaborate a new measurement instrument of the perception of the school climate and to analyze its construct and convergent validity. A total of 480 students from Alava and Madrid of ages between 12 and 18 (M = 14.91, SD= 1.49), take part in the research; 286 (59.6%) of them were women and 194 (40.4%) men. The participants filled in two questionnaires: PACE (school climate) and the version adapted to Spanish of the School Engagement Measure. The analyses carried out allow selecting the most appropriate items for the multidimensional measurement of the school climate. The questionnaire presents adequate internal consistency and external validity. Thus, the new questionnaire gets to surpass the limitation of other measurement instruments created previously and the procedure to be followed in order to continue with its validation is under discussion.