Measuring policymaking capacities of schools: validation of the Policy Making Capacities Questionnaire (PMC-Q)

Joris Van Elsen, Jerich Faddar, Lies Appels, Sven De Maeyer, Jan Vanhoof, Peter Van Petegem

Research output: Contribution to journalArticlepeer-review

Abstract

In order to support research on school effectiveness, there is a need for valid and reliable instruments to assess policymaking capacities of schools. Increasingly, policymaking is seen as a shared responsibility of the entire pedagogical team of a school. In this article, data were analysed from a sample of 1,696 (care) teachers coordinators and principals from 77 Flemish primary schools to assess critical aspects concerning validity and reliability of the Policy Making Capacities Questionnaire (PMC-Q). Confirmatory factor analysis indicates that the fit for the model with eight factors is limited. The subscales were found to be strongly correlated and difficult to distinguish, and one of the subscales turned out to be not well captured by the questionnaire. The results indicate sufficient interrater reliability and within-group agreement to aggregate responses to school level. Suggestions are made for further development of the PMC-Q and its use for research and practice.

Original languageEnglish
Pages (from-to)377-396
Number of pages20
JournalSchool Effectiveness and School Improvement
Volume34
Issue number3
DOIs
Publication statusPublished - 2023

Bibliographical note

Publisher Copyright:
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Copyright:
Copyright 2023 Elsevier B.V., All rights reserved.

Keywords

  • confirmatory factor analysis
  • policy effectiveness
  • Policymaking capacities
  • psychometric properties
  • questionnaire
  • validation

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