Standardizing and Estimation of Teacher Empowerment Assessment Tool
الموضوعات :
1 - Ph.D. in Educational Administration, Faculty of Educational Sciences and Psychology; University of Ardabili Mohaghegh; Ardabil; Iran.
الکلمات المفتاحية: empowerment, Teacher, Questionnaire, Validity, Reliability,
ملخص المقالة :
The purpose of this research is standardizing and estimating the assessment tool of Teachers Empowerment in Tabriz. This research has been conducted in descriptive-analytical and cross-sectional method. The statistical population includes all 2.747 secondary school teachers in Tabriz, who were selected by multi-stage cluster random sampling method. The sample size was determined 340 people according to Morgan's table. The measurement tool in this research includes a standard questionnaire; Martin's Teachers Empowerment (2001) reliability was calculated by internal consistency method (Cronbach's Alpha) and test-retest and intra-class correlation coefficient. Then, formal content validity, construct validity, convergent and divergent validity were calculated. Data was analyzed by software SPSS 20 and Amos24. Results indicated thatover % 80 of the items had good translation quality. Translation utility of all items was obtained by translators’ suggestions. Questionnaire of teacher’s empowerment had a good-looking validity. More than % 90 of the items strongly correlates with its own subscale. The infraclass correlation coefficients were > 0.70. Cronbach’s α coefficient was 0.99 for the overall scale and coefficient test - retest reliability range was 0.70 - 0.85. Content validity coefficient was 0.79. The results of exploratory factor analysis showed 6 factors including: Decision Making, Position, Professional Development, Authority and Impact. Self- Efficacy explained %99 of the total variance. Confirmatory factor analysis represented the appropriate fitness of information with a 6-component structure (P < 0.05; df = 5; X2 = 2.89; RMSEA= 0.06; CFI = 0.96).In conclusion, empowerment questionnaire has high quality and is acceptable. This questionnaire has formal validity, content validity, convergent and divergent validity, and reliability in the test of times (the relative and absolute) and internal consistency at an acceptable level in the target population. So, this questionnaire can be used in research as a tool to survey the Empowerment of teachers.
