Measuring policymaking capacities of schools: validation of the Policy Making Capacities Questionnaire (PMC-Q)

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2023-05-18 DOI:10.1080/09243453.2023.2213219

Joris Van Elsen, J. Faddar, Lies Appels, S. de Maeyer, J. Vanhoof, P. van Petegem

{"title":"Measuring policymaking capacities of schools: validation of the Policy Making Capacities Questionnaire (PMC-Q)","authors":"Joris Van Elsen, J. Faddar, Lies Appels, S. de Maeyer, J. Vanhoof, P. van Petegem","doi":"10.1080/09243453.2023.2213219","DOIUrl":null,"url":null,"abstract":"ABSTRACT In order to support research on school effectiveness, there is a need for valid and reliable instruments to assess policymaking capacities of schools. Increasingly, policymaking is seen as a shared responsibility of the entire pedagogical team of a school. In this article, data were analysed from a sample of 1,696 (care) teachers coordinators and principals from 77 Flemish primary schools to assess critical aspects concerning validity and reliability of the Policy Making Capacities Questionnaire (PMC-Q). Confirmatory factor analysis indicates that the fit for the model with eight factors is limited. The subscales were found to be strongly correlated and difficult to distinguish, and one of the subscales turned out to be not well captured by the questionnaire. The results indicate sufficient interrater reliability and within-group agreement to aggregate responses to school level. Suggestions are made for further development of the PMC-Q and its use for research and practice.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"377 - 396"},"PeriodicalIF":2.8000,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Effectiveness and School Improvement","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09243453.2023.2213219","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

ABSTRACT In order to support research on school effectiveness, there is a need for valid and reliable instruments to assess policymaking capacities of schools. Increasingly, policymaking is seen as a shared responsibility of the entire pedagogical team of a school. In this article, data were analysed from a sample of 1,696 (care) teachers coordinators and principals from 77 Flemish primary schools to assess critical aspects concerning validity and reliability of the Policy Making Capacities Questionnaire (PMC-Q). Confirmatory factor analysis indicates that the fit for the model with eight factors is limited. The subscales were found to be strongly correlated and difficult to distinguish, and one of the subscales turned out to be not well captured by the questionnaire. The results indicate sufficient interrater reliability and within-group agreement to aggregate responses to school level. Suggestions are made for further development of the PMC-Q and its use for research and practice.

查看原文本刊更多论文

衡量学校决策能力:政策制定能力问卷(PMC-Q)的验证

摘要为了支持对学校有效性的研究，需要有效可靠的工具来评估学校的决策能力。政策制定越来越被视为学校整个教学团队的共同责任。本文分析了来自77所佛兰德小学的1696名（护理）教师协调员和校长的样本数据，以评估政策制定能力问卷（PMC-Q）的有效性和可靠性的关键方面。验证性因素分析表明，八个因素的模型拟合度有限。调查发现，这些分量表具有很强的相关性，很难区分，其中一个分量表没有被问卷很好地捕捉到。研究结果表明，有足够的参与者间可靠性和组内一致性来汇总对学校水平的反应。对PMC-Q的进一步发展及其在研究和实践中的应用提出了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform