Validating an Instrument Measuring School Renewal Principles and Practices Via Teachers

Abstract

Using data from 1097 teachers, we aimed to validate an instrument, developed based on a systematic review of the literature, to measure school principals’ school renewal principles and practices. The instrument was examined for construct validity via factorial (structural) validity and convergent validity within the analytical framework of structural equation modeling. Four factorial structures of the instrument were examined by seven model-data-fit indices. A four-factor structure, as a result of the systematic review of the literature, was identified as the best fitting structure to the data with the best estimate within the acceptable range across all model-data-fit indices. The convergent validity was examined by a correlation approach with a psychometrically established instrument measuring a very similar construct. The results showed sound convergent validity of the instrument. Reliability analysis using McDonald’s Omega indicated strong internal consistency of the instrument.