|
Sign In to gain access to subscriptions and/or personal tools.
|
Another Look at the Dimensionality of the School Participant Empowerment Scale
Beverly M. Klecker
The Ohio State University, eadkleck{at}acs.eku.edu
William E. Loadman
The Ohio State University
Teacher empowerment is a cornerstone of most educational (restructuring) reform movements. This investigation explored the stability, reliability, and validity of scores on the subscales of Short and Rinehart's School Participant Empowerment Scale with data from a large sample of classroom teachers working in Ohio. The sample of 4,091 teachers was representative of state and national populations of classroom teachers. Confirmatory factor analysis failed to confirm the subscales identified by Short and Rinehart. Exploratory factor analysis was used to identify six revised subscales. Use and validity for scores on the new subscales are discussed.
Educational and Psychological Measurement, Vol. 58, No. 6,
944-954 (1998)
DOI: 10.1177/0013164498058006006

CiteULike Complore Connotea Del.icio.us Digg Reddit Technorati Twitter What's this?
This article has been cited by other articles:

|
 |

|
 |
 
A. Somech and M. Wenderow
The Impact of Participative and Directive Leadership on Teachers' Performance: The Intervening Effects of Job Structuring, Decision Domain, and Leader-Member Exchange
Educational Administration Quarterly,
December 1, 2006;
42(5):
746 - 772.
[Abstract]
[PDF]
|
 |
|

|
 |

|
 |
 
R. K. Henson and J. K. Roberts
Use of Exploratory Factor Analysis in Published Research: Common Errors and Some Comment on Improved Practice
Educational and Psychological Measurement,
June 1, 2006;
66(3):
393 - 416.
[Abstract]
[PDF]
|
 |
|

|
 |

|
 |
 
A. Somech
Directive Versus Participative Leadership: Two Complementary Approaches to Managing School Effectiveness
Educational Administration Quarterly,
December 1, 2005;
41(5):
777 - 800.
[Abstract]
[PDF]
|
 |
|

|
 |

|
 |
 
A. Somech
Explicating the Complexity of Participative Management: An Investigation of Multiple Dimensions
Educational Administration Quarterly,
August 1, 2002;
38(3):
341 - 371.
[Abstract]
[PDF]
|
 |
|
|
|