Constructing a Standardized Tool to Assess Effective Elementary Schools

Document Type : Original Article

Authors

1 Faculty of Psychology and Education, University of Tehran

2 assisstant to associate ,Division of Research and Assessment Faculty of Psychology and Education, University of Tehran

3 Associate Professor, Department of Psychology, Kharazmi University

4 Associate Professor, Department of Education, faculty of Psychology and Education, University of Tehran

5 Assistant Professor, Curriculum Planning Department, Kharazmi University, Tehran, Iran

Abstract

The present study seeks to develop and standardize a measurement tool for effective elementary schools. To this end, as the first step, 70 indicators were identified with reference to the related literature and the opinions of teachers and experts. In the second step, the opinions of 11 experts were employed to check the content validity. The construct validity was further examined based on the opinions of 643 public elementary school teachers in the city of Tehran, Iran, selected by two-stage cluster sampling method, using factor analyses. The reliability of the given tool was also determined through the test-retest method, the Cronbach’s alpha coefficient, and the Omega index. The study results revealed that the developed measurement tool had desirable psychometric properties and it could be administered as a standardized instrument to assess the quality of effective elementary schools.

Keywords

References

Albert-Green, D. (2005). Teachers, Parents and Students’Perceptions of Effective School Characteristics of two Texas Urban exemplary open-Enrollment Charter Schools. Texas A&M University.
Arar, K., & Nasra, M. A. (2018). Linking school-based management and school effectiveness: The influence of self-based management, motivation and effectiveness in the Arab education system in Israel. Educational Management Administration & Leadership, 1-19, Doi: 10.1177/1741143218775428.
Azigwe, J.B., Kyriakides, L., Panayiotou, A., & Creemers, B.P.M. (2016). The impact of effective teaching characteristics in promoting student achievement in Ghana. International Journal of Educational Development, 51 (2016), 51-61. Doi: 10.1016/j.ijedudev.2016.07.004.
Brookover, W.B., Beady, C., Flood, P., & Schweitzer, J. (1979). School systems and student achievement: schools make a difference. New York: Praeger.
Bilican-Demir, S. (2021). The characteristics of teachers in effective schools: A secondary analys is of TALIS. International Online Journal of Education and Teaching (IOJET), 8(1). 525-545.
Cameron, K. (2005). Organizational effectiveness: Its demise and re-emergence through positive organizational scholarship. Great minds in management: The process of theory development, 304-330.
Creemers, B. P. (2002). The comprehensive model of educational effectiveness: Background, major assumptions and description. Retrieved January, 22, 2010.
DÖŞ, İ. (2014). Some Model Suggestions for Measuring Effective Schools. Procedia - Social and Behavioral Sciences, 116, 1454 – 1458, Doi: 10.1016/j.sbspro.2014.01.415.
Hair, Jr., J. E., Black, W. C., Babin, B. J., & Anderson, E. (2014). Multivariate data analysis. 7th Edition, Upper Saddle River, New Jersey: Prentice-Hall.
Hoy, W. K., & Ferguson, J. (1985). A theoretical framework and exploration of organizational effectiveness in schools. Educational Administration Quarterly, 21, 117-134.
Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Beverly Hills, CA: Sage.
Iyer, M. G. (2008). Current Views of the Characteristics of School Effectiveness in the Context of National Secondary Schools from the Perceptions of Principals, Heads of Department and Teachers in Kuala Lumpur, Malaysia (Doctoral dissertation, University of Leicester).
Krosnick, J. A., & Fabrigar, L. R. (1997). Designing rating scales for effective measurement in surveys. Survey measurement and process quality, 141-164.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575.
LeFebvre, L., & Alle, M. (2014). Teacher immediacy and student learning: An examination of lecture/laboratory and self-contained course sections. Journal of the Scholarship of Teaching and Learning, 14(2), 29-45, Doi: 10.14434/josotl.v14i2.4002.
Lezotte, L. (1991). Correlates of effective schools: The first and second generation. Okemos, MI: Effective Schools Products, Ltd.
Li, L., Hallinger, P., & Walker, A. (2016). Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educational Management Administration & Leadership, 44(1), 20-42, Doi: 10.1177/1741143214558577.
Mulford, W. R. (1985). Indicators of school effectiveness: a practical approach. Australian Council for Educational Administration.
McDonald, R. P. (2013). Test theory: A unified treatment. Psychology Press.
Melnick, S. A., & Fiene, R. (1990). Assessing Parents' Attitudes Toward School Effectiveness.
Miskel, C., Fevurly, R., & Stewart, J. (1979). Organizational structures and processes, perceived school effectiveness, loyalty, and job satisfaction. Educational Administration Quarterly, 15, 97-118.
Mott, P. (1972). The characteristics of effective organizations. New York: Harper and Row.
Oldac, Y. I., & Kondakci, Y. (2019). Multilevel analysis of the relationship between school-level variables and student achievement. Educational Management Administration &         Leadership,      1-19, Doi:10.1177/1741143219827303.
Padilla, G., Guerra, F., & Zamora, R. (2020). Effective School Practices in Title I Schools Exceeding Educational Expectations (E 3). International Journal of Educational Reform, 29(2), 103-122, Doi: 10.1177/1056787919886582.
Pirhayati, S., Salehi, K., Farzad, V., MoghaddamZadeh, A., & HakimZadeh, R. (2020). Representation of factors, criteria and indicators of effective primary schools: a qualitative study. Journal of School Administration, 8(1), 162-190, Doi: 10.34785/J010.2020.315.
Pirhayati, S., Salehi, K., Farzad, V., MoghaddamZadeh, A., & HakimZadeh, R. (2019). Systematic Review of Effective Factors in Assessing Effective Primary Schools. Journal of Research in School and Virtual Learning, 7(1(25)), 47-58, Doi: 10.30473/etl.2019.6055.
Potberg, C. A. (2014). Factors contributing to school effectiveness in a disadvantaged community in the Western Cape: a case study. Doctoral dissertation, Cape Peninsula University of Technology.
Reise, S. P. (2012). The rediscovery of bifactor measurement models. Multivariate Behavioral Research, 47, 667–696. doi:10.1080/00273171.2012.715555.
Reise, S. P., Bonifay, W. E., & Haviland, M. G. (2013). Scoring and modeling psychological measures in the presence of multidimensionality. Journal of Personality Assessment, 95, 129–140. doi:10.1080/00223891.2012.725437.
Revilla, M. A., Saris, W. E., & Krosnick, J. A. (2014). Choosing the number of categories in agree–disagree scales. Sociological Methods & Research, 43(1), 73-97, Doi: 10.1177/0049124113509605.
Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling and more. Version 0.5–12 (BETA). Journal of statistical software, 48(2), 1-36. http://www.jstatsoft.org/v48/i02/.
Sabar, N. (1994). Curriculum development at school level. International encyclopedia of education, supplement, 1, 12667-1272.
Sackney, L. (2007). History of the school effectiveness and improvement movement in Canada over the past 25 years. In International Handbook Effectiveness and Improvement (pp. 167-182). Springer Netherlands.
Salehi, K., & Golafshani, N. (2010). Commentary: Using Mixed Methods in Research Studies - an Opportunity with Its Challenges. International Journal of Multiple Research Approaches, 4, 186-191.
Sisman, M. (2011). The pursuit of excellence in education, effective schools. Ankara: Pegem A Publishing.
Sun, H., Creemers, B. P., & De Jong, R. (2007). Contextual factors and effective school improvement. School effectiveness and school improvement, 18(1), 93-122, Doi:10.1080/09243450601058287.
Team, R. D. C. (2019). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing; 2011. URL: https://www. R-project. org.[Google Scholar].
Tola, B. (2014). Effective School Evaluation Model: A Development Study. Journalof Modern Education Review, 4(9), 679–691. Doi: 10.15341/jmer (2155 7993)/09.04.2014/004.
Walker, W., Hughes, M., & Farquhar, R. (2018). Advancing education: school leadership in action. Routledge.
Watkins, M. W. (2017). The reliability of multidimensional neuropsychological measures: From alpha to omega. The Clinical Neuropsychologist, 31(6-7), 1113-1126.
Wimpelberg, R. K., Teddlie, C., & Stringfield, S. (1989). Sensitivity to context: The past and future of effective schools research. Educational Administration Quarterly,             25(1),   82-107,            Doi: 10.1177/0013161X89025001005.
Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in quantitative methods for psychology, 9(2), 79-94.

Files

History

  • Receive Date: 01 October 2021
  • Revise Date: 15 February 2022
  • Accept Date: 17 April 2022

Share

How to cite

Statistics