Jingping Sun, Jiangang Xia, Cheng Hua, Kaiwen Man, Bob L. Johnson
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引用次数: 0
Abstract
Purpose: There is little consensus in the literature regarding a) what it means for a school leader to lead with data, and b) how to measure data-informed leadership in a reliable and valid way. This study examines the psychometric properties of an operational measure intended to assess the extent to which a school leader is a ‘data-informed school leader. The measurement invariance, reliabilities and construct and predictive validities of the Data-Informed School Leadership Survey (DISL Survey) are assessed using various psychometric statistical techniques. Methods: Using data collected from teachers in 155 public middle schools in a southern state, the following psychometric statistics used to address our purpose: the Many-Facet Rasch (MFR) Model, Bayesian second-order Confirmatory Factor Analysis (CFA), Bayesian Structural Equation Modeling- Multiple Indicators, Multiple Causes analysis (Bayesian SEM-MIMIC), and reliability analysis. Findings: Results: confirm an adequate fit from all MFR, Bayesian CFA, and MIMIC models and a high reliability (Cronbach α = .98). The DISL Survey instrument exhibits sound psychometric properties. Results likewise confirm the value of using MFR modeling and Bayesian methods to examine the psychometric properties of DISL Survey as a means of improving educational leadership measures. Implications for Research and Practice: Data from this study confirm the validity and reliability of the Data-Informed School Leadership Survey (DISL Survey) as an instrument to assess the strengths and weaknesses of Data-Informed School Leadership (DISL) and as such a means for providing feedback for improving such leadership. Heretofore a measure for assessing this leadership was non-existent.
期刊介绍:
Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.