A Scale to Measure School Leaders’ Use of Twitter for Professional Development and Learning

2021 ◽  
pp. 019263652110089
Author(s):  
Samuel F. Fancera
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Educational Outcomes ◽  
School Leaders ◽  
Reliable Instrument

The purpose of this research was to develop and test an instrument to measure school leaders’ use of Twitter for professional development (PD) and learning. Findings from an exploratory factor analysis indicate that the resulting nine-item Twitter for PD Scale offers a valid and reliable instrument to measure school leaders’ use of Twitter for PD and learning. Researchers and practitioners can use the Twitter for PD Scale to measure the influence of Twitter-delivered PD on various educational outcomes.

Reflective Thinking Scale for Healthcare Students and Providers—Chinese version

2019 ◽  
Vol 47 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Hung-Chang Liao ◽  
Ya-huei Wang
Keyword(s):  
Factor Analysis ◽  
Literature Review ◽  
Exploratory Factor Analysis ◽  
External Validity ◽  
Concurrent Validity ◽  
Reflective Thinking ◽  
Healthcare Students ◽  
Alpha Reliability ◽  
Reliable Instrument ◽  
Self Examination

We developed the Reflective Thinking Scale for Healthcare Students and Providers (RTS-HSP) in Chinese by conducting a systematic literature review and consulting with a panel of experts. Participants were 579 randomly selected healthcare students and professionals from Taiwan. Using exploratory factor analysis we developed 22 items rated on a 9-point Likert scale, and extracted 4 factors: reflective skepticism (6 items explaining 29.48% of the variance), self-examination (6 items explaining 11.41% of the variance), empathetic reflection (5 items explaining 8.96% of the variance), and critical open-mindedness (5 items explaining 6.81% of the variance). Cronbach’s alpha reliability values for the 4 dimensions and the overall scale ranged from .77 to .87. An assessment of the RTS-HSP’s concurrent validity with the Questionnaire for Reflective Thinking also supported our scale’s external validity. Thus, the RTS-HSP can be considered a reliable instrument for measuring reflective thinking among healthcare students and professionals.

The Development and Testing of the Psychometric Properties of the Emotional Response and Disclosure of Errors in Clinical Practice Instrument

2017 ◽  
Vol 25 (1) ◽  
pp. 184-200 ◽  
Author(s):  
Ellen Swartwout ◽  
Margaret Rodan
Keyword(s):  
Factor Analysis ◽  
Clinical Practice ◽  
Psychometric Properties ◽  
Exploratory Factor Analysis ◽  
Health Care Professionals ◽  
Emotional Response ◽  
Psychometric Evaluation ◽  
Consistency Results ◽  
Reliable Instrument ◽  
Potential Impact

Background and Purpose: A tool to measure the nurses’ emotional response after an error in clinical practice and the potential impact emotion can have on disclosure is lacking. This study tested the psychometric properties of the Emotional Response and Disclosure of Errors in Clinical Practice instrument. Methods: The instrument was tested among 497 nurses with psychometric evaluation for validity, reliability, and exploratory factor analysis. Results: Exploratory factor analysis revealed a 3-factor solution which accounted for 55.4% of the total variance. Internal consistency results were Cronbach’s alpha = .935 for the overall scale and each domain: concern = .907, anxiety = .888, and disbelief = .775. Conclusions: Use of this valid and reliable instrument in practice and education can assist with patient safety efforts. Further testing of the instrument is recommended among other health care professionals.

Development and validation of the School Leaders’ Self-Efficacy Scale

2014 ◽  
Vol 52 (2) ◽  
pp. 228-253 ◽  
Author(s):  
Alexandra Petridou ◽  
Maria Nicolaidou ◽  
Julian S. Williams
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
School Improvement ◽  
Self Efficacy ◽  
School Leaders ◽  
Empirical Studies ◽  
Continuing Professional Development ◽  
Content Type ◽  
New School ◽  
Promising Tool

Purpose – Efficacy has been broadly analyzed and explored in depth in various fields. However, in the field of educational leadership, empirical studies and research evidence are weak. The purpose of this paper is to develop and validate a new School Leaders’ Self-Efficacy Scale (SLSES). Design/methodology/approach – Two studies were undertaken. In the first study, the extant literature was critiqued and an initial form of the SLSES was developed; it was then administered to 233 school leaders in Cyprus. Exploratory factor analysis (EFA) was employed to identify the structure of the scale. The second study aimed at validating the proposed model by employing confirmatory factor analysis. For this purpose, a revised SLSES was administered for a second time to 289 school leaders. Findings – EFA suggested an eight-factor structure, namely: Creating an appropriate organizational structure, Leading and managing the learning organization, School Self-Evaluation for School Improvement, Developing a positive climate and managing conflicts, Evaluating classroom practices, Adhering to community and policy demands, Monitoring learning, and Leadership of Continuing Professional Development. Confirmatory model fit indices, factor pattern and structure coefficients, and reliability analyses provided robust evidence for the construct validity of the SLSES. Originality/value – The paper describes the construction and validation of a new scale measuring school leaders’ self-efficacy. The SLSES provides practitioners and researchers with a promising tool, with implications for measuring the outcomes of the professional development of school leaders and for school improvement studies.

scholarly journals DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE THE IMPLEMENTATION OF ‘PROGRAM GURU PENYAYANG’

2019 ◽  
pp. 237-247
Author(s):  
Nor Hasnida Che Md Ghazali ◽  
Syaza Hazwani Zaini ◽  
Norfishah Mat Rabi ◽  
Hasniza Othman
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Internal Consistency ◽  
Internal Consistency Reliability ◽  
Validity And Reliability ◽  
Primary School Teachers ◽  
Cronbach Alpha ◽  
Confirmatory Factor ◽  
Reliable Instrument ◽  
Development And Validation

A valid and reliable instrument is needed to assess the implementation of a program known as ‘Program Guru Penyayang’ in schools. The purpose of this study is to develop the instrument and validate it. The instrument is in the form of a questionnaire distributed to a sample of 230 primary school teachers teaching Orang Asli students. The content validity is assessed by the experts and the construct validity is measured by Exploratory Factor Analysis. The reliability of the instrument is measured using internal consistency reliability, which is an alpha coefficient reliability of Cronbach Alpha. Results of Exploratory Factor Analysis suggested that 23 items need to be removed due to their non-dimensionality as they have more or less equal loadings on several factors. Thus, the final draft of the instrument contains 46 items which are valid and reliable. It yielded high values of internal consistency as reflected by the Cronbach alpha values. Even though the validity and reliability of the instrument are within the acceptable range, more data need to be gathered using bigger sample size, and further analysis using confirmatory factor analysis could be used to explore deeper into the psychometric characteristics of the items before the instrument can be finalized.

scholarly journals Policy Implementation Performance of Primary School Leaders in Malaysia: An Exploratory Factor Analysis

2020 ◽  
Vol 7 (2) ◽  
pp. 22-39
Author(s):  
Noryati Alias ◽  
Zainudin Awang ◽  
Habsah Muda
Keyword(s):  
Factor Analysis ◽  
Policy Implementation ◽  
Primary School ◽  
Exploratory Factor Analysis ◽  
School Leaders ◽  
Future Research ◽  
Reliable Source ◽  
Implementation Policy ◽  
Professional Practitioners ◽  
Implementation Leadership

The aim of this study is to develop a scale for assessing the policy implementation performance of public primary school leaders in Malaysia. The “Implementation Leadership Scale (ILS)” by Aarons, Ehrhart and Farahnak (2014) and part of the “Teacher’s Competency Scale” by Ghafar (2015) were adapted and customised to suit the context of the study in measuring school leaders' policy implementation performance. The respondents were 228 senior primary school leaders who included headmasters and senior teacher assistants in three categories: academic, student affairs, and co-curriculum. Clustered random sampling was used to select the respondents. Results of the exploratory factor analysis (EFA) revealed six underlying components of policy implementation performance with 38 indicators, the first four of which are proactive, knowledgeable, supportive, and perseverance implementation leadership. The last two components are ability to perform and standard of performance. Evidently, the six components explained 65.1% of the total variance. The reliability of the policy implementation performance construct was 0.95, while that of other constructs ranges from 0.79 to 0.89. In addition to contributing further insight to the current literature on policy implementation performance, the results also provide a reliable source of information to researchers and professional practitioners of educational policies for future research in policy implementation performance. Keywords: Educational policy, policy implementation, policy implementation performance, implementation leadership, scale development

scholarly journals Application of Exploratory Factor Analysis in the Construction of a Self-Perception Model of Informational Competences in Higher Education

Mathematics ◽  
2021 ◽  
Vol 9 (18) ◽  
pp. 2332
Author(s):  
Belén Quintero Ordóñez ◽  
Ignacio González López ◽  
Eloísa Reche Urbano ◽  
Juan Antonio Fuentes Esparrell
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Professional Development ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Practical Application ◽  
Use Of Technology ◽  
Ready Availability ◽  
Perception Model ◽  
Specific Learning

The progress experienced by society resulting from the ready availability of information through the use of technology highlights the need to develop specific learning related to informational competences (IC) in educational settings where future professionals are trained to educate others, specifically in university degrees in social sciences. This study seeks to ascertain the opinions of students enrolled in these degrees at the Universidad de Córdoba (Spain) with regard to the knowledge they consider that they possess about IC for their future professional development, through the practical application of exploratory factor analysis. The methodology designed is based on a descriptive, non-experimental, correlational survey. The results show that factor analysis is a fundamental tool for obtaining results in terms of students’ perception of their knowledge of IC because its psychometric value has confirmed construct validity and enabled us to break down the items that made up the four initial dimensions of IC into eight factors to improve the understanding and explanation of these IC.

Measuring Impact of Stress in Sandwich Generation Caring for Demented Parents

GeroPsych ◽  
2014 ◽  
Vol 27 (4) ◽  
pp. 171-179 ◽  
Author(s):  
Laurence M. Solberg ◽  
Lauren B. Solberg ◽  
Emily N. Peterson
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Social Worker ◽  
Resource Availability ◽  
Well Being ◽  
Sandwich Generation ◽  
Item Questionnaire ◽  
Significant Difference ◽  
Adult Caregivers ◽  
The Impact

Stress in caregivers may affect the healthcare recipients receive. We examined the impact of stress experienced by 45 adult caregivers of their elderly demented parents. The participants completed a 32-item questionnaire about the impact of experienced stress. The questionnaire also asked about interventions that might help to reduce the impact of stress. After exploratory factor analysis, we reduced the 32-item questionnaire to 13 items. Results indicated that caregivers experienced stress, anxiety, and sadness. Also, emotional, but not financial or professional, well-being was significantly impacted. There was no significant difference between the impact of caregiver stress on members from the sandwich generation and those from the nonsandwich generation. Meeting with a social worker for resource availability was identified most frequently as a potentially helpful intervention for coping with the impact of stress.

The Hierarchical Model of Exercise Dependence

2015 ◽  
Vol 36 (4) ◽  
pp. 247-257 ◽  
Author(s):  
Gayatri Kotbagi ◽  
Laurence Kern ◽  
Lucia Romo ◽  
Ramesh Pathare
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Physical Exercise ◽  
Exploratory Factor Analysis ◽  
Convergent Validity ◽  
Large Population ◽  
Assessment Tools ◽  
Negative Consequences ◽  
Confirmatory Factor ◽  
Preliminary Version

Abstract. Physical exercise when done excessively may have negative consequences on physical and psychological wellbeing. There exist many scales to measure this phenomenon. The purpose of this article is to create a scale measuring the problematic practice of physical exercise (PPPE Scale) by combining two assessment tools already existing in the field of exercise dependency but anchored in different approaches (EDS-R and EDQ). This research consists of three studies carried out on three independent sample populations. The first study (N = 341) tested the construct validity (exploratory factor analysis); the second study (N = 195) tested the structural validity (confirmatory factor analysis) and the third study (N = 104) tested the convergent validity (correlations) of the preliminary version of the PPPE scale. Exploratory factor analysis identified six distinct dimensions associated with exercise dependency. Furthermore, confirmatory factor analysis validated a second order model consisting of 25 items with six dimensions and four sub-dimensions. The convergent validity of this scale with other constructs (GLTEQ, EAT26, and The Big Five Inventory [BFI]) is satisfactory. The preliminary version of the PPPE must be administered to a large population to refine its psychometric properties and develop scoring norms.

Subclinical Sadism and the Dark Triad

2019 ◽  
Vol 40 (3) ◽  
pp. 127-133 ◽  
Author(s):  
Laura K. Johnson ◽  
Rachel A. Plouffe ◽  
Donald H. Saklofske
Keyword(s):  
Factor Analysis ◽  
University Students ◽  
Personality Traits ◽  
Exploratory Factor Analysis ◽  
Convergent Validity ◽  
Dark Triad ◽  
Antisocial Personality ◽  
Factor Solution ◽  
Online Study ◽  
Antisocial Personality Traits

Abstract. The Dark Triad is a constellation of three antisocial personality traits: Machiavellianism, narcissism, and psychopathy. Recently, researchers have introduced a “Dark Tetrad” that includes subclinical sadism, although others suggest considerable overlap between psychopathy and sadism. To clarify the position of sadism within the Dark Triad, an online study was conducted with 615 university students. Exploratory factor analysis revealed that a six-factor solution fit the data best, representing Machiavellianism, psychopathy, physical sadism, verbal sadism, narcissism, and vicarious sadism. Furthermore, convergent validity was supported through sadism’s correlations with the HEXACO personality traits. The results support sadism’s inclusion within the Dark Tetrad as a unique construct but with some conceptual overlap with psychopathy.

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