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Educational and Psychological Measurement, Vol. 58, No. 6, 944-954 (1998)
DOI: 10.1177/0013164498058006006

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.


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