Construct Validity of the School-Implementation Climate Scale

Autor/inn/en	Thayer, Andrew J.; Cook, Clayton R.; Davis, Chayna; Brown, Eric C.; Locke, Jill; Ehrhart, Mark G.; Aarons, Gregory A.; Picozzi, Elissa; Lyon, Aaron R.
Titel	Construct Validity of the School-Implementation Climate Scale
Quelle	3 (2022), S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thayer, Andrew J.) ORCID (Cook, Clayton R.) ORCID (Locke, Jill) ORCID (Ehrhart, Mark G.) ORCID (Aarons, Gregory A.) ORCID (Lyon, Aaron R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Construct Validity; Evidence Based Practice; Organizational Climate; Program Implementation; Educational Environment; Educational Improvement; Factor Analysis; Test Reliability; Psychometrics; Positive Behavior Supports + Suchen Sie Ihr Suchwort? Organisationsklima; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Faktorenanalyse; Testreliabilität; Psychometry; Psychometrie
Abstract	Background: Implementation climate is an organizational construct theorized to facilitate the adoption and delivery of evidence-based practices. Within schools, teachers often are tasked with implementing universal prevention programs. Therefore, they are ideal informants when assessing school implementation climate for initial and continuous implementation improvement efforts. The purpose of this study was to examine the construct validity (i.e., factor structure and convergent/divergent validity) of a school-adapted measure of strategic implementation climate called the School Implementation Climate Scale (SICS). Methods: Confirmatory factor analyses of SICS data, collected from 441 teachers in 52 schools, were used to compare uncorrelated and correlated first-order factor models and a second-order hierarchical model. Correlations with other school measures were examined to assess SICS convergent and divergent validities. Results: Results demonstrated acceptable internal consistency for each SICS subscale ([alpha]s > 0.80 for all subscales) and construct validity of the hypothesized factor structure of the SICS with three new scales. The hierarchical second-order factor structure with eight first-order factors was found to best model the SICS data. Correlations with other school measures were in the expected direction and magnitude. Conclusions: Results from this study provide psychometric evidence that supports the use of the SICS to inform the implementation research and practice in schools. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01