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...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Domingo-Segovia, Jesús [verfasserIn] Bolívar-Ruano, Rosel [verfasserIn] Rodríguez-Fernández, Sonia [verfasserIn] Bolívar, Antonio [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Schlagwörter:	Learning environments Measurement techniques Professional learning community Spanish context Staff relations Validation

Übergeordnetes Werk:	Enthalten in: Learning environments research - Dordrecht [u.a.] : Springer Science + Business Media B.V, 1998, 23(2020), 3 vom: 22. Jan., Seite 347-367
Übergeordnetes Werk:	volume:23 ; year:2020 ; number:3 ; day:22 ; month:01 ; pages:347-367

Links:	Volltext

DOI / URN:	10.1007/s10984-020-09306-1

Katalog-ID:	SPR040903737

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allfields	10.1007/s10984-020-09306-1 doi (DE-627)SPR040903737 (SPR)s10984-020-09306-1-e DE-627 ger DE-627 rakwb eng 370 ASE 81.00 bkl Domingo-Segovia, Jesús verfasserin aut Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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 (dpeaa)DE-He213 Measurement techniques (dpeaa)DE-He213 Professional learning community (dpeaa)DE-He213 Spanish context (dpeaa)DE-He213 Staff relations (dpeaa)DE-He213 Validation (dpeaa)DE-He213 Bolívar-Ruano, Rosel verfasserin aut Rodríguez-Fernández, Sonia verfasserin aut Bolívar, Antonio verfasserin aut Enthalten in Learning environments research Dordrecht [u.a.] : Springer Science + Business Media B.V, 1998 23(2020), 3 vom: 22. Jan., Seite 347-367 (DE-627)320579158 (DE-600)2017393-3 1573-1855 nnns volume:23 year:2020 number:3 day:22 month:01 pages:347-367 https://dx.doi.org/10.1007/s10984-020-09306-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 23 2020 3 22 01 347-367
spelling	10.1007/s10984-020-09306-1 doi (DE-627)SPR040903737 (SPR)s10984-020-09306-1-e DE-627 ger DE-627 rakwb eng 370 ASE 81.00 bkl Domingo-Segovia, Jesús verfasserin aut Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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 (dpeaa)DE-He213 Measurement techniques (dpeaa)DE-He213 Professional learning community (dpeaa)DE-He213 Spanish context (dpeaa)DE-He213 Staff relations (dpeaa)DE-He213 Validation (dpeaa)DE-He213 Bolívar-Ruano, Rosel verfasserin aut Rodríguez-Fernández, Sonia verfasserin aut Bolívar, Antonio verfasserin aut Enthalten in Learning environments research Dordrecht [u.a.] : Springer Science + Business Media B.V, 1998 23(2020), 3 vom: 22. Jan., Seite 347-367 (DE-627)320579158 (DE-600)2017393-3 1573-1855 nnns volume:23 year:2020 number:3 day:22 month:01 pages:347-367 https://dx.doi.org/10.1007/s10984-020-09306-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 23 2020 3 22 01 347-367
allfields_unstemmed	10.1007/s10984-020-09306-1 doi (DE-627)SPR040903737 (SPR)s10984-020-09306-1-e DE-627 ger DE-627 rakwb eng 370 ASE 81.00 bkl Domingo-Segovia, Jesús verfasserin aut Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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 (dpeaa)DE-He213 Measurement techniques (dpeaa)DE-He213 Professional learning community (dpeaa)DE-He213 Spanish context (dpeaa)DE-He213 Staff relations (dpeaa)DE-He213 Validation (dpeaa)DE-He213 Bolívar-Ruano, Rosel verfasserin aut Rodríguez-Fernández, Sonia verfasserin aut Bolívar, Antonio verfasserin aut Enthalten in Learning environments research Dordrecht [u.a.] : Springer Science + Business Media B.V, 1998 23(2020), 3 vom: 22. Jan., Seite 347-367 (DE-627)320579158 (DE-600)2017393-3 1573-1855 nnns volume:23 year:2020 number:3 day:22 month:01 pages:347-367 https://dx.doi.org/10.1007/s10984-020-09306-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 23 2020 3 22 01 347-367
allfieldsGer	10.1007/s10984-020-09306-1 doi (DE-627)SPR040903737 (SPR)s10984-020-09306-1-e DE-627 ger DE-627 rakwb eng 370 ASE 81.00 bkl Domingo-Segovia, Jesús verfasserin aut Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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 (dpeaa)DE-He213 Measurement techniques (dpeaa)DE-He213 Professional learning community (dpeaa)DE-He213 Spanish context (dpeaa)DE-He213 Staff relations (dpeaa)DE-He213 Validation (dpeaa)DE-He213 Bolívar-Ruano, Rosel verfasserin aut Rodríguez-Fernández, Sonia verfasserin aut Bolívar, Antonio verfasserin aut Enthalten in Learning environments research Dordrecht [u.a.] : Springer Science + Business Media B.V, 1998 23(2020), 3 vom: 22. Jan., Seite 347-367 (DE-627)320579158 (DE-600)2017393-3 1573-1855 nnns volume:23 year:2020 number:3 day:22 month:01 pages:347-367 https://dx.doi.org/10.1007/s10984-020-09306-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 23 2020 3 22 01 347-367
allfieldsSound	10.1007/s10984-020-09306-1 doi (DE-627)SPR040903737 (SPR)s10984-020-09306-1-e DE-627 ger DE-627 rakwb eng 370 ASE 81.00 bkl Domingo-Segovia, Jesús verfasserin aut Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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 (dpeaa)DE-He213 Measurement techniques (dpeaa)DE-He213 Professional learning community (dpeaa)DE-He213 Spanish context (dpeaa)DE-He213 Staff relations (dpeaa)DE-He213 Validation (dpeaa)DE-He213 Bolívar-Ruano, Rosel verfasserin aut Rodríguez-Fernández, Sonia verfasserin aut Bolívar, Antonio verfasserin aut Enthalten in Learning environments research Dordrecht [u.a.] : Springer Science + Business Media B.V, 1998 23(2020), 3 vom: 22. Jan., Seite 347-367 (DE-627)320579158 (DE-600)2017393-3 1573-1855 nnns volume:23 year:2020 number:3 day:22 month:01 pages:347-367 https://dx.doi.org/10.1007/s10984-020-09306-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 23 2020 3 22 01 347-367
language	English
source	Enthalten in Learning environments research 23(2020), 3 vom: 22. Jan., Seite 347-367 volume:23 year:2020 number:3 day:22 month:01 pages:347-367
sourceStr	Enthalten in Learning environments research 23(2020), 3 vom: 22. Jan., Seite 347-367 volume:23 year:2020 number:3 day:22 month:01 pages:347-367
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Learning environments Measurement techniques Professional learning community Spanish context Staff relations Validation
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container_title	Learning environments research
authorswithroles_txt_mv	Domingo-Segovia, Jesús @@aut@@ Bolívar-Ruano, Rosel @@aut@@ Rodríguez-Fernández, Sonia @@aut@@ Bolívar, Antonio @@aut@@
publishDateDaySort_date	2020-01-22T00:00:00Z
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author	Domingo-Segovia, Jesús
spellingShingle	Domingo-Segovia, Jesús ddc 370 bkl 81.00 misc Learning environments misc Measurement techniques misc Professional learning community misc Spanish context misc Staff relations misc Validation Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context
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topic_title	370 ASE 81.00 bkl Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context Learning environments (dpeaa)DE-He213 Measurement techniques (dpeaa)DE-He213 Professional learning community (dpeaa)DE-He213 Spanish context (dpeaa)DE-He213 Staff relations (dpeaa)DE-He213 Validation (dpeaa)DE-He213
topic	ddc 370 bkl 81.00 misc Learning environments misc Measurement techniques misc Professional learning community misc Spanish context misc Staff relations misc Validation
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title	Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context
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title_full	Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context
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title_sort	professional learning community assessment-revised (plca-r) questionnaire: translation and validation in spanish context
title_auth	Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context
abstract	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.
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.
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.
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container_issue	3
title_short	Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context
url	https://dx.doi.org/10.1007/s10984-020-09306-1
remote_bool	true
author2	Bolívar-Ruano, Rosel Rodríguez-Fernández, Sonia Bolívar, Antonio
author2Str	Bolívar-Ruano, Rosel Rodríguez-Fernández, Sonia Bolívar, Antonio
ppnlink	320579158
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isOA_txt	false
hochschulschrift_bool	false
doi_str	10.1007/s10984-020-09306-1
up_date	2024-07-03T18:59:55.794Z
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score	7.400222

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