Evaluating the Measuring Properties of the Principal Instructional Management Rating Scale in the Chinese Educational System: Implications for Measuring School Leadership

Autor/inn/en	Antoniou, Panayiotis; Lu, Mohan
Titel	Evaluating the Measuring Properties of the Principal Instructional Management Rating Scale in the Chinese Educational System: Implications for Measuring School Leadership
Quelle	In: Educational Management Administration & Leadership, 46 (2018) 4, S.624-641 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143217700282
Schlagwörter	Rating Scales; Instructional Leadership; Evaluation Methods; Educational Administration; Structural Equation Models; Foreign Countries; Test Reliability; Construct Validity; Factor Analysis; Teacher Effectiveness; Questionnaires; Middle School Teachers; Statistical Analysis; China (Beijing) + Suchen Sie Ihr Suchwort? Rating-Skala; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ausland; Testreliabilität; Faktorenanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fragebogen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse
Abstract	During the last 25 years researchers have proposed a number of conceptual frameworks to measure the various functions of instructional leadership. One of the most frequently used frameworks is the Principal Instructional Management Rating Scale (PIMRS). Despite the great number of studies employing the PIMRS, evidence for its reliability and validity is relatively limited. In addition, we still do not know much about the extent to which this instrument could be used in diverse demographic and cultural educational settings. This study explores the content, face, and construct validity, reliability and internal consistency of the PIMRS in the Chinese educational system. A total number of 311 teachers from five middle schools in the Haidian District of Beijing participated in the study. The data were analysed using Confirmatory Factor Analysis (CFA). On an overall basis the results provided support for the face, content, and construct validity, reliability and internal consistency of the PIMRS. However, six out of the 50 items had to be removed to reach satisfactory fit indices. Implications of the findings in relation to the importance of evaluating the measuring properties of research instruments are discussed and, finally, suggestions for future studies are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01