Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context
Abstract The analysis of professional community is a good indicator of the degree of professional and institutional development of a school. The Professional Learning Community Assessment-Revised (PLCA-R) is one of the most internationally-recognised instruments for evaluating professional learning...
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| Autor*in: |
Domingo-Segovia, Jesús [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2020 |
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| Schlagwörter: |
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| Anmerkung: |
© Springer Nature B.V. 2020 |
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| Übergeordnetes Werk: |
Enthalten in: Learning environments research - Springer Netherlands, 1998, 23(2020), 3 vom: 22. Jan., Seite 347-367 |
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| Übergeordnetes Werk: |
volume:23 ; year:2020 ; number:3 ; day:22 ; month:01 ; pages:347-367 |
| Links: |
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| DOI / URN: |
10.1007/s10984-020-09306-1 |
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OLC2119337888 |
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| 520 | |a Abstract The analysis of professional community is a good indicator of the degree of professional and institutional development of a school. The Professional Learning Community Assessment-Revised (PLCA-R) is one of the most internationally-recognised instruments for evaluating professional learning and collegiality in primary and secondary schools. Because there are no instruments in Spanish at this level, it was necessary to adapt this questionnaire to the Spanish context. Therefore, the purpose of this article is to report on the development, translation, adaptation and validation of a Spanish version of the PLCA-R. The final version of the adapted questionnaire, using ‘cross-cultural adaptation’, was validated based on the analysis of its factorial structure and internal consistency in the Spanish context. The large sample consisted of 814 teachers from preschool, primary and secondary schools supported by public funds. From a statistical point of view, the PLCA-R appears suitable for measuring collegiality in schools as professional communities in the Spanish context. The questionnaire showed both strong factorial validity and internal consistency reliability. This validated version of an internationally-recognised questionnaire can be used to diagnose the status of current conditions of teacher collegiality in schools for further improvement. | ||
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10.1007/s10984-020-09306-1 doi (DE-627)OLC2119337888 (DE-He213)s10984-020-09306-1-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Domingo-Segovia, Jesús verfasserin aut Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context 2020 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Nature B.V. 2020 Abstract The analysis of professional community is a good indicator of the degree of professional and institutional development of a school. The Professional Learning Community Assessment-Revised (PLCA-R) is one of the most internationally-recognised instruments for evaluating professional learning and collegiality in primary and secondary schools. Because there are no instruments in Spanish at this level, it was necessary to adapt this questionnaire to the Spanish context. Therefore, the purpose of this article is to report on the development, translation, adaptation and validation of a Spanish version of the PLCA-R. The final version of the adapted questionnaire, using ‘cross-cultural adaptation’, was validated based on the analysis of its factorial structure and internal consistency in the Spanish context. The large sample consisted of 814 teachers from preschool, primary and secondary schools supported by public funds. From a statistical point of view, the PLCA-R appears suitable for measuring collegiality in schools as professional communities in the Spanish context. The questionnaire showed both strong factorial validity and internal consistency reliability. This validated version of an internationally-recognised questionnaire can be used to diagnose the status of current conditions of teacher collegiality in schools for further improvement. Learning environments Measurement techniques Professional learning community Spanish context Staff relations Validation Bolívar-Ruano, Rosel aut Rodríguez-Fernández, Sonia aut Bolívar, Antonio (orcid)0000-0001-8818-5799 aut Enthalten in Learning environments research Springer Netherlands, 1998 23(2020), 3 vom: 22. Jan., Seite 347-367 (DE-627)320496880 (DE-600)2011718-8 (DE-576)9320496889 1387-1579 nnns volume:23 year:2020 number:3 day:22 month:01 pages:347-367 https://doi.org/10.1007/s10984-020-09306-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 23 2020 3 22 01 347-367 |
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10.1007/s10984-020-09306-1 doi (DE-627)OLC2119337888 (DE-He213)s10984-020-09306-1-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Domingo-Segovia, Jesús verfasserin aut Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context 2020 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Nature B.V. 2020 Abstract The analysis of professional community is a good indicator of the degree of professional and institutional development of a school. The Professional Learning Community Assessment-Revised (PLCA-R) is one of the most internationally-recognised instruments for evaluating professional learning and collegiality in primary and secondary schools. Because there are no instruments in Spanish at this level, it was necessary to adapt this questionnaire to the Spanish context. Therefore, the purpose of this article is to report on the development, translation, adaptation and validation of a Spanish version of the PLCA-R. The final version of the adapted questionnaire, using ‘cross-cultural adaptation’, was validated based on the analysis of its factorial structure and internal consistency in the Spanish context. The large sample consisted of 814 teachers from preschool, primary and secondary schools supported by public funds. From a statistical point of view, the PLCA-R appears suitable for measuring collegiality in schools as professional communities in the Spanish context. The questionnaire showed both strong factorial validity and internal consistency reliability. This validated version of an internationally-recognised questionnaire can be used to diagnose the status of current conditions of teacher collegiality in schools for further improvement. Learning environments Measurement techniques Professional learning community Spanish context Staff relations Validation Bolívar-Ruano, Rosel aut Rodríguez-Fernández, Sonia aut Bolívar, Antonio (orcid)0000-0001-8818-5799 aut Enthalten in Learning environments research Springer Netherlands, 1998 23(2020), 3 vom: 22. Jan., Seite 347-367 (DE-627)320496880 (DE-600)2011718-8 (DE-576)9320496889 1387-1579 nnns volume:23 year:2020 number:3 day:22 month:01 pages:347-367 https://doi.org/10.1007/s10984-020-09306-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 23 2020 3 22 01 347-367 |
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Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context |
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Abstract The analysis of professional community is a good indicator of the degree of professional and institutional development of a school. The Professional Learning Community Assessment-Revised (PLCA-R) is one of the most internationally-recognised instruments for evaluating professional learning and collegiality in primary and secondary schools. Because there are no instruments in Spanish at this level, it was necessary to adapt this questionnaire to the Spanish context. Therefore, the purpose of this article is to report on the development, translation, adaptation and validation of a Spanish version of the PLCA-R. The final version of the adapted questionnaire, using ‘cross-cultural adaptation’, was validated based on the analysis of its factorial structure and internal consistency in the Spanish context. The large sample consisted of 814 teachers from preschool, primary and secondary schools supported by public funds. From a statistical point of view, the PLCA-R appears suitable for measuring collegiality in schools as professional communities in the Spanish context. The questionnaire showed both strong factorial validity and internal consistency reliability. This validated version of an internationally-recognised questionnaire can be used to diagnose the status of current conditions of teacher collegiality in schools for further improvement. © Springer Nature B.V. 2020 |
| abstractGer |
Abstract The analysis of professional community is a good indicator of the degree of professional and institutional development of a school. The Professional Learning Community Assessment-Revised (PLCA-R) is one of the most internationally-recognised instruments for evaluating professional learning and collegiality in primary and secondary schools. Because there are no instruments in Spanish at this level, it was necessary to adapt this questionnaire to the Spanish context. Therefore, the purpose of this article is to report on the development, translation, adaptation and validation of a Spanish version of the PLCA-R. The final version of the adapted questionnaire, using ‘cross-cultural adaptation’, was validated based on the analysis of its factorial structure and internal consistency in the Spanish context. The large sample consisted of 814 teachers from preschool, primary and secondary schools supported by public funds. From a statistical point of view, the PLCA-R appears suitable for measuring collegiality in schools as professional communities in the Spanish context. The questionnaire showed both strong factorial validity and internal consistency reliability. This validated version of an internationally-recognised questionnaire can be used to diagnose the status of current conditions of teacher collegiality in schools for further improvement. © Springer Nature B.V. 2020 |
| abstract_unstemmed |
Abstract The analysis of professional community is a good indicator of the degree of professional and institutional development of a school. The Professional Learning Community Assessment-Revised (PLCA-R) is one of the most internationally-recognised instruments for evaluating professional learning and collegiality in primary and secondary schools. Because there are no instruments in Spanish at this level, it was necessary to adapt this questionnaire to the Spanish context. Therefore, the purpose of this article is to report on the development, translation, adaptation and validation of a Spanish version of the PLCA-R. The final version of the adapted questionnaire, using ‘cross-cultural adaptation’, was validated based on the analysis of its factorial structure and internal consistency in the Spanish context. The large sample consisted of 814 teachers from preschool, primary and secondary schools supported by public funds. From a statistical point of view, the PLCA-R appears suitable for measuring collegiality in schools as professional communities in the Spanish context. The questionnaire showed both strong factorial validity and internal consistency reliability. This validated version of an internationally-recognised questionnaire can be used to diagnose the status of current conditions of teacher collegiality in schools for further improvement. © Springer Nature B.V. 2020 |
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Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context |
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https://doi.org/10.1007/s10984-020-09306-1 |
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Bolívar-Ruano, Rosel Rodríguez-Fernández, Sonia Bolívar, Antonio |
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Bolívar-Ruano, Rosel Rodríguez-Fernández, Sonia Bolívar, Antonio |
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2024-07-04T00:29:42.752Z |
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