This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Carter, J. Articles by Michael, W. B. Search for Related Content Social Bookmarking                         What's this?

The Development and Validation of an Inventory of Effective School Function

Rosecrans Elementary School, Compton, California

William B. Michael

University of Southern California

For a sample of 124 teachers from 18 schools of the Distinguished Schools Group of the State of California, the major purpose of this investigation was to construct and to validate a self-report instrument or measure titled the Effective School Function Inventory that serves to operationalize the major constructs and subconstructs of a conceptual model representing those activities hypothesized to be central to the efficient operation of a school. An exploratory orthogonal factor analysis of the intercorrelations of responses to the 39 Likert-type items of the inventory revealed four psychologically meaningful factors that exhibited only modest correspondence to the higher and lower order constructs underlying the conceptual model. These four factors were tentatively identified as revealing (a) Supportive Collegial Interaction, (b) Cooperative Facilitation of Goal Attainment in the Teaching-Learning Process, (c) Morally Oriented Leadership, and (d) Instructional Strategy Sharing by Teachers.

Educational and Psychological Measurement, Vol. 55, No. 5, 811-817 (1995)
DOI: 10.1177/0013164495055005016


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?