Cheung & Cheng (1996) have conceptualized and developed a framework for understanding and facilitating teacher self management in the school organization. The main objective of the present study is to operationalize this teacher self management conception through developing related instrument for measuring the strength of teacher self management in school organisation. Cheung & Cheng's (1996) teacher self management conception is a self iterative process which comprises five stages; namely, the Environmental Analysis Stage, the Planning & Affiliating Stage, the Developing & Directing Stage, the Implementing Stage, and the Evaluating & Monitoring Stage. By practising these five sequential stages, teachers may acquire the learning necessary for them to be sensitive and responsive while self managing their work. To facilitate quantitative investigations related to teacher self management, an instrument for measuring teacher self management strength is necessary. Browsing through the literature, it appears that instruments available for measuring self management in school are mostly developed at the school level and very often are not focused on management process. An appropriate instrument is not available for measuring teacher self management. With this in mind, the authors developed an instrument for measuring teacher self management strength. The developed instrument consists of five subscales, each measures one of the strengths of the five stages. In the paper, the procedures to establish validity of the instrument with emphasis on predictive validity and results of Principal Component Analysis will be reported. Moreover, sample items together with the estimated reliability of the five subscales will also be presented. Predictive and construct validity of the instrument were tested by using data collected from 1183 teachers in 63 primary schools. Test results showed that the five Teacher Self Management sub-scales possessed a considerably high level of predictive validity to teachers' perception of job commitment, job meaningfulness and job challenge at a 0.001 level of significance. Construct validity of the sub-scales was tested by performing Principal Component Analyses on all the variables of each of the 5 sub-scales. Results of analyses showed that the factors were distinctively extracted. These factors accounted for around 55.6% to 65.3% of the total variance of the five sub-scale measures. Thus, the five sub-scales have a reasonably high degree of construct validity. The estimated Alpha reliability coefficients of the sub-scales were reported to be ranging from 0.8590 to 0.9266 respectively. Thus, the instrument for measuring teacher self management strengths is believed to have a high degree of validity and reliability. It is hoped that the conceptualized teacher self management framework together with the developed instrument may serve as a ground for the conceptualization of related research in the field and as a practical basis for school's reflection and assessment of their self management practices in school.
|Publication status||Published - Nov 1996|