Measuring leader perceptions of school readiness for reforms: use of an iterative model combining classical and Rasch methods.
This study examines validity of data generated by the School Readiness for Reforms: Leader Questionnaire (SRR-LQ) using an iterative procedure that combines classical and Rasch rating scale analysis. Following content-validation and pilot-testing, principal axis factor extraction and promax rotation of factors yielded a five factor structure consistent with the content-validated subscales of the original instrument. Factors were identified based on inspection of pattern and structure coefficients. The rotated factor pattern, inter-factor correlations, convergent validity coefficients, and Cronbach's alpha reliability estimates supported the hypothesized construct properties. To further examine unidimensionality and efficacy of the rating scale structures, item-level data from each factor-defined subscale were subjected to analysis with the Rasch rating scale model. Data-to-model fit statistics and separation reliability for items and persons met acceptable criteria. Rating scale results suggested consistency of expected and observed step difficulties in rating categories, and correspondence of step calibrations with increases in the underlying variables. The combined approach yielded more comprehensive diagnostic information on the quality of the five SRR-LQ subscales; further research is continuing.
Chatterji
Madhabi
M
Department of Human Development, Teachers College, Columbia University, New York, NY 10027, USA. Chatterji@exchange.tc.columbia.edu
D002138:Calibration; D006801:Humans; D007857:Leadership; D017145:Models, Educational; D017146:Models, Organizational; D009936:Organizational Innovation; D010865:Pilot Projects; D011050:Policy Making; D012574:Schools / Q000458:organization & administration*; D011795:Surveys and Questionnaires