Assessing school principal leadership practices. Validity and reliability of a rubric [Evaluación de las prácticas directivas en directores escolares: validez y confiabilidad de una rúbrica]

Basic education has several priorities, such as improving students’ levels of reading, calculation, and social interaction; changing pedagogical practices traditionally based on oral expositions and content learning; building a more inclusive school environment; improving security conditions; and en...

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Fecha de publicación:: 2020

Institución:: Universidad de Medellín

Repositorio:: Repositorio UDEM

Idioma:: eng
spa

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network_acronym_str	REPOUDEM2
network_name_str	Repositorio UDEM
repository_id_str
dc.title.none.fl_str_mv	Assessing school principal leadership practices. Validity and reliability of a rubric [Evaluación de las prácticas directivas en directores escolares: validez y confiabilidad de una rúbrica]
title	Assessing school principal leadership practices. Validity and reliability of a rubric [Evaluación de las prácticas directivas en directores escolares: validez y confiabilidad de una rúbrica]
spellingShingle	Assessing school principal leadership practices. Validity and reliability of a rubric [Evaluación de las prácticas directivas en directores escolares: validez y confiabilidad de una rúbrica] Basic education Coordinators Leadership Principals Rubric
title_short	Assessing school principal leadership practices. Validity and reliability of a rubric [Evaluación de las prácticas directivas en directores escolares: validez y confiabilidad de una rúbrica]
title_full	Assessing school principal leadership practices. Validity and reliability of a rubric [Evaluación de las prácticas directivas en directores escolares: validez y confiabilidad de una rúbrica]
title_fullStr	Assessing school principal leadership practices. Validity and reliability of a rubric [Evaluación de las prácticas directivas en directores escolares: validez y confiabilidad de una rúbrica]
title_full_unstemmed	Assessing school principal leadership practices. Validity and reliability of a rubric [Evaluación de las prácticas directivas en directores escolares: validez y confiabilidad de una rúbrica]
title_sort	Assessing school principal leadership practices. Validity and reliability of a rubric [Evaluación de las prácticas directivas en directores escolares: validez y confiabilidad de una rúbrica]
dc.subject.spa.fl_str_mv	Basic education Coordinators Leadership Principals Rubric
topic	Basic education Coordinators Leadership Principals Rubric
description	Basic education has several priorities, such as improving students’ levels of reading, calculation, and social interaction; changing pedagogical practices traditionally based on oral expositions and content learning; building a more inclusive school environment; improving security conditions; and ensuring that schools operate well. Although it is well known that rubrics are tools that allow for verifying achievements and accurately defining improvement needs, however, there are no available rubrics to assess principals’ management regarding these priorities in basic education. The purpose of the present study was to design and validate an analytical rubric that could be used by principals to self-assess their practices and establish improvement actions that would benefit learning in elementary schools. The instrument was assessed by 10 judges. Aiken’s V values higher than 0.75 were obtained in relevance, intelligibility of wording, and satisfaction with the instrument. The rubric was administered to a group of 645 elementary school principals, who found every item satisfactory, relevant, intelligibly worded, and suitable for use to help them to improve their managerial practices. A factor analysis was then carried out, and, in accordance with what was expected at the theoretical level, a single factor was found. Finally, it was established that the rubric has reliability of 0.877. It is concluded that the rubric for management practices self-assessment has adequate levels of content validity, construct validity, and reliability. © 2020, Universidad Nacional de Educacion a Distancia. All rights reserved.
publishDate	2020
dc.date.accessioned.none.fl_str_mv	2021-02-05T14:57:55Z
dc.date.available.none.fl_str_mv	2021-02-05T14:57:55Z
dc.date.none.fl_str_mv	2020
dc.type.eng.fl_str_mv	Article
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dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/article
dc.identifier.issn.none.fl_str_mv	1139613X
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/11407/5920
dc.identifier.doi.none.fl_str_mv	10.5944/educxx1.23894
identifier_str_mv	1139613X 10.5944/educxx1.23894
url	http://hdl.handle.net/11407/5920
dc.language.iso.none.fl_str_mv	eng spa
language	eng spa
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dc.relation.citationvolume.none.fl_str_mv	23
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dc.relation.references.none.fl_str_mv	Tobon, S., Juárez-Hernández, L.G., Herrera-Meza, S.R., Núñez, C., Assessing school principal leadership practices (2020) Validity and Reliability of a Rubric. Educación, p. 21 Tobon, S., Gibran Juárez-Hernández, L., Herrera-Meza, S.R., Núñez, C., Evaluación de las prácticas directivas en directores escolares: Validez y confiabilidad de una rúbrica (2020) Educación XX, 1 Arturo, C., The evaluation of competencies from the socioformación in transversal projects of basic education [La evaluación de competencias desde la socioformación en proyectos transversales de educación básica] (2019) Human Development and Socioformation (HUDS), 1 (1), p. 121. , https://bit.ly/2uyPmJG, Retrieved from Barrientos-Piñeiro, C., Silvagarcía, P., Antúnez-Marcos, S., Management skills to promote participation: Families in basic schools (2016) Educare, 25 (49), pp. 45-62 Bernal, D., Martínez, P., Parra, A., Jiménez, J.L., Documentary research about quality in education in iberoamerican schools (2015) Revista Entramados. Educación Y Sociedad, (2), pp. 107-124. , https://goo.gl/5bdfbh, Retrieved from Berrelleza, N.E., The socioformative evaluation in the science subject: Description of an experience in basic education (2019) Knowledge Society and Quality of Life (KSQL), 1 (1), pp. 1-21. , https://bit.ly/2RuJCJX, Retrieved from Bolívar, A., Caballero, K., García-Garnica, M., (2017) Multidimensional Assessment of School Leadership: Keys to School Improvement, , Ensaio: Avaliação e Políticas Públicas em Educação. Publicación anticipada en línea Bolívar, A., Ritacco, M., Impact of the Spanish model of school management on the professional identity of school leaders (2016) Archivos Analíticos De Políticas Educativas, 24 (119), p. 139 Bulger, S.M., Housner, L.D., Modified Delphi investigation of exercise science in physical education teacher education (2007) Journal of Teaching in Physical Education, 26 (1), pp. 57-80 Cano, E., The rubrics as an assessment tool of competency in higher education: Use or abuse? Profesorado (2015) Revista De Currículum Y Formación Del Profesorado, 19 (2), pp. 265-280. , https://goo.gl/52hUqy, Retrieved from Carretero-Dios, H., Pérez, C., Norms to design and review instrumental studies (2005) International Journal of Clinical and Health Psychology, 5 (3), pp. 521-551 Learning Standards (2013) Teaching Standards and Standards for School Principals: A Comparative Study, , Paris: OECD Publishing (2018) General Education Law (Promulgated in 1993) [Ley General De Educación]., , https://goo.gl/vQPXLh, (a), Mexico: Chamber of Deputies. Retrieved from (2018) General Law of the Professional Teaching Service (Promulgated in 2013) [Ley General Del Servicio Profesional Docente]., , https://goo.gl/bvDY6r, (b), Mexico: Chamber of Deputies. Retrieved from Contreras, T., Pedagogical leadership, teaching leadership and their role in school improvement: A theoretical approach (2016) Propósitos Y Representaciones, 4 (2), pp. 231-284 Costello, A.B., Osborne, J., Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis (2005) Practical Assessment Research & Evaluation, 10 (7), pp. 1-9 Cronbach, L.J., Coefficient alpha and the internal structure of tests (1951) Psychometrika, 16 Crow, G., Day, C., Møller, J., Framing research on school principals’ identities (2016) International Journal of Leadership in Education Framework for excellence in teaching and school management in Basic Education (2019) Professional Profiles, Criteria and Indicators for Teachers, Teaching Technicians and Staff with Management and Supervision Functions [Marco Para La Excelencia En La enseñanza Y La gestión Escolar En La Educación Básica. Perfiles Profesionales, Criterios E Indicadores Para Docentes, técnicos Docentes Y Personal Con Funciones De dirección Y De supervisión]., , https://bit.ly/3aGGXVb, (, a), Mexico: Department of Public Education. Retrieved from (2019) Guidelines for Developing the Continuous Improvement School Program [Orientaciones Para Elaborar El Programa Escolar De Mejora Continua], , https://bit.ly/37unPaV, Mexico: Department of Public Education. Retrieved from de Winter, J.C., Dodou, D., Factor recovery by principal axis factoring and maximum likelihood factor analysis as a function of factor pattern and sample size (2012) Journal of Applied Statistics, 39 (4) Elliott, S.N., Clifford, M., Principal assessment: Leadership behaviors known to influence schools and the learning of all students (Document No. LS-5) (2014) <ref-sourcetitle></ref-sourcetitle>, , https://goo.gl/3kvU34, Retrieved from Fernández-Cruz, F.J., Fernándezdíaz, M.J., Rodríguezmantilla, J.M., Design and validation of an instrument to measure teacher training profiles in information and communication technologies (2018) Revista Española De Pedagogía, 76 (270), pp. 247-270. , https://doi.org/10.22550/REP76-2-2018-03, doi Flessa, J., Bramwell, D., Fernández, M., Weinstein, J., School Leadership in Latin America 200-2016 (2018) Educational Management Adminstration & Leadership, 46 (2), pp. 182-206 Fuentes-Arismendi, J.C., Malagón-Micán, M.L., The evaluation of competencies from the socioformative approach (2019) Human Development and Socioformation (HUDS), 1 (1), pp. 1-13. , https://bit.ly/37xunFz, Retrieved from García-Garnica, M., Construction and validation of a questionnaire to measure effective practices of principals´ pedagogical leadership (2016) Profesorado. Revista De Currículum Y Formación De Profesorado, 20 (3), pp. 493-526. , https://goo.gl/YOIAcu, Retrieved from García-Garnica, M., Caballero, K., What Successful Practices of Leadership do the Andalusian Management Teams Develop in their Schools? (2015) Revista Iberoamericana De Evaluación Educativa, 8 (2), p. 129147. , https://goo.gl/o2ayOh, Retrieved from George, D., Mallery, P., (2003) SPSS for Windows Step by Step: A Simple Guide and Reference. 11.0 Update, , 4ª ed.). Boston, MA: Allyn & Bacon Gómez-Hurtado, I., Leadership and managing diversity in schools: Towards an inclusive leadership (2013) Revista Fuentes, 14, pp. 61-84. , https://goo.gl/LR1b5W, Retrieved from Gorsuch, R.L., (1983) Factor Analysis, , Hillsdale, NJ: Lawrence Erlbaum Herrera, S., Tobón, S., The school director from the socioformative approach. A documentary study through conceptual mapping (2017) Revista De Pedagogía, 38 (102), pp. 144-163. , https://goo.gl/fG2sPn, Retrieved from Hefetz, A., Liberman, G., The factor analysis procedure for exploration: A short guide with examples (2017) Culture and Education, 29 (3), pp. 526-562 Horn, A., Murillo, F., Incidence of school principals on teachers’ commitment: A multilevel study (2016) Psicoperspectivas, 15 (2), pp. 64-77 Views on Education in IberoAmerica. Professional development and leadership of school principals in IberoAmerica (Miradas sobre la Educación en Iberoamérica (2017) Desarrollo Profesional Y Liderazgo De Directores Escolares En Iberoamérica)., , https://goo.gl/ra1s9H, Madrid: OEI. Retrieved from Izquierdo, D., What do school principals do? Leadership practices in Spain drawn from PISA and TALIS international studies (2016) Revista Complutense De Educación, 27 (3), pp. 1193-1209 Juárez-Hernández, L.G., (2018) Practical Manual of Basic Statistics for Research, , Florida: Kresearch López-Báez, I., López-Ramírez, E., Martínez-Iñiguez, J.E., Tobón, S., Management directive: Approaches to a model for its institutional organization in higher secondary education in México [Gestión directiva: Aproximaciones a un modelo para su organización institucional en la educación media superior en México] (2018) Espacios, 39 (29) Marín-García, J.A., Santandreumascarell, C., What do we know about rubrics used in higher education? (2015) Intangible Capital, 11 (1), pp. 118-145. , Doi: http://dx.doi/ Marin-Garcia, J., Ramirez Bayarri, L., Atares-Huerta, L., Protocol: Comparing advantages and disadvantages of Rating Scales, Behavior Observation Scales and Paired Comparison Scales for behavior assessment of competencies in workers. A systematic literature review (2015) Wpom-Working Papers on Operations Management, 6 (2), pp. 49-63. , doi:https://doi.org/ May, H., Huff, J., Golding, E., A longitudinal study of principal’s activities and student performance (2012) School Effectiveness and School Improvement, 23 (4), pp. 417-439 Montero, I., León, O., A guide for naming research studies in Psychology (2007) International Journal of Clinical and Health Psychology, 7 (3), pp. 847-862 Moral, C., Amores, F.J., Rittaco, M., Distributed Leadership and Capacity for Improvement of Secondary Schools (2016) Estudios Sobre educación, 30, pp. 115-143 Moral, C., Amores, F.J., Resistant Architecture Determinant of Educational Leadership in Secondary Schools (2014) Bordón, 66 (2), pp. 121-138 (2019) Decree by Which the General Law of Education is Issued and the General Law of the Educational Physical Infrastructure is Repealed [Decreto Por El Que Se Expide La Ley General De Educación Y Se Abroga La Ley General De La Infraestructura Física Educativa], , https://bit.ly/2vplpMx, (, September 30)., Retrieved from (2010) Federal Law on Protection of Personal Data Held by Individuals [Ley Federal De protección De Datos Personales En posesión De Los Particulares], , https://bit.ly/2U0kImU, (, July 5), Retrieved from (2013) PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV)., , PISA. OECD (2016) School Leadership for Learning: Insights from TALIS 2013., , Paris: OECD Penfield, R.D., Giacobbi, P.R., Jr., Applying a score confidence interval to Aiken item content-relevance index (2004) Measurement in Physical Education and Exercise Science, 8, pp. 213-225 School autonomy and educational change: Considerations in light from the implementation of PEC-FIDE (2017) Revista Electrónica De Investigación Educativa, 19 (2), pp. 12-21 Robles, P., Rojas, M.D.C., Validation by expert judgements: Two cases of qualitative research in Applied Linguistics (2015) Revista Nebrija De Lingüística Aplicada, 2015 (18). , https://goo.gl/HeXKwF, Retrieved from Sánchez-Contreras, M.L., Socioformative taxonomy: A referent for didactics and evaluation [Taxonomía socioformativa: Un referente para la didáctica y la evaluación] (2019) Forhum International Journal of Social Sciences and Humanities, 1 (1), pp. 100-115. , doi: dx.doi.org/ Servín-Ramírez, E., Vázquezsánchez, C., The school leader and his transition towards socioformation, a fundamental factor in education for sustainable development [El directivo escolar y su transición hacia la socioformación, un factor fundamental en la educación para el desarrollo sostenible] (2019) Ecocience International Journal, 1 (1), p. 3336. , https://doi.org/ Soriano, A.M., Design and validation of measurement instruments (2014) Dia-Logos, 14, p. 1940. , https://bit.ly/2sW4Arw, Retrieved from Spillane, J., Hunt, B., Days of their lives: A mixed-methods, descriptive analysis of the men and women at work in the principal’s office (2010) Journal of Curriculum Studies, 42 (3), pp. 293-331 Tobón, S., School management project. Socioformation and pedagogical practices (Proyecto de gestión escolar (2018) Socioformación Y prácticas pedagógicas), , https://goo.gl/D4sT8Q, Florida: Kresearch. Retrieved from (2015) Transforming Our World: The 2030 Agenda for Sustainable Development, , https://bit.ly/2RXb022, Retrieved from Villela-Treviño, R., Torresarcadia, C., Using a competency model to assess school principalship. RIEE (2015) Revista Iberoamericana De Evaluación Educativa., 8 (2), pp. 41-56. , https://goo.gl/I93MMH, Retrieved from
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dc.publisher.none.fl_str_mv	Universidad Nacional de Educacion a Distancia
dc.publisher.program.spa.fl_str_mv	Psicología
dc.publisher.faculty.spa.fl_str_mv	Facultad de Ciencias Sociales y Humanas
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dc.source.none.fl_str_mv	Educacion XX1
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spelling	20202021-02-05T14:57:55Z2021-02-05T14:57:55Z1139613Xhttp://hdl.handle.net/11407/592010.5944/educxx1.23894Basic education has several priorities, such as improving students’ levels of reading, calculation, and social interaction; changing pedagogical practices traditionally based on oral expositions and content learning; building a more inclusive school environment; improving security conditions; and ensuring that schools operate well. Although it is well known that rubrics are tools that allow for verifying achievements and accurately defining improvement needs, however, there are no available rubrics to assess principals’ management regarding these priorities in basic education. The purpose of the present study was to design and validate an analytical rubric that could be used by principals to self-assess their practices and establish improvement actions that would benefit learning in elementary schools. The instrument was assessed by 10 judges. Aiken’s V values higher than 0.75 were obtained in relevance, intelligibility of wording, and satisfaction with the instrument. The rubric was administered to a group of 645 elementary school principals, who found every item satisfactory, relevant, intelligibly worded, and suitable for use to help them to improve their managerial practices. A factor analysis was then carried out, and, in accordance with what was expected at the theoretical level, a single factor was found. Finally, it was established that the rubric has reliability of 0.877. It is concluded that the rubric for management practices self-assessment has adequate levels of content validity, construct validity, and reliability. © 2020, Universidad Nacional de Educacion a Distancia. All rights reserved.engspaUniversidad Nacional de Educacion a DistanciaPsicologíaFacultad de Ciencias Sociales y Humanashttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85085286727&doi=10.5944%2feducxx1.23894&partnerID=40&md5=836f8e3022d4e3e3b8a91d6e182235f3232Tobon, S., Juárez-Hernández, L.G., Herrera-Meza, S.R., Núñez, C., Assessing school principal leadership practices (2020) Validity and Reliability of a Rubric. Educación, p. 21Tobon, S., Gibran Juárez-Hernández, L., Herrera-Meza, S.R., Núñez, C., Evaluación de las prácticas directivas en directores escolares: Validez y confiabilidad de una rúbrica (2020) Educación XX, 1Arturo, C., The evaluation of competencies from the socioformación in transversal projects of basic education [La evaluación de competencias desde la socioformación en proyectos transversales de educación básica] (2019) Human Development and Socioformation (HUDS), 1 (1), p. 121. , https://bit.ly/2uyPmJG, Retrieved fromBarrientos-Piñeiro, C., Silvagarcía, P., Antúnez-Marcos, S., Management skills to promote participation: Families in basic schools (2016) Educare, 25 (49), pp. 45-62Bernal, D., Martínez, P., Parra, A., Jiménez, J.L., Documentary research about quality in education in iberoamerican schools (2015) Revista Entramados. Educación Y Sociedad, (2), pp. 107-124. , https://goo.gl/5bdfbh, Retrieved fromBerrelleza, N.E., The socioformative evaluation in the science subject: Description of an experience in basic education (2019) Knowledge Society and Quality of Life (KSQL), 1 (1), pp. 1-21. , https://bit.ly/2RuJCJX, Retrieved fromBolívar, A., Caballero, K., García-Garnica, M., (2017) Multidimensional Assessment of School Leadership: Keys to School Improvement, , Ensaio: Avaliação e Políticas Públicas em Educação. Publicación anticipada en líneaBolívar, A., Ritacco, M., Impact of the Spanish model of school management on the professional identity of school leaders (2016) Archivos Analíticos De Políticas Educativas, 24 (119), p. 139Bulger, S.M., Housner, L.D., Modified Delphi investigation of exercise science in physical education teacher education (2007) Journal of Teaching in Physical Education, 26 (1), pp. 57-80Cano, E., The rubrics as an assessment tool of competency in higher education: Use or abuse? Profesorado (2015) Revista De Currículum Y Formación Del Profesorado, 19 (2), pp. 265-280. , https://goo.gl/52hUqy, Retrieved fromCarretero-Dios, H., Pérez, C., Norms to design and review instrumental studies (2005) International Journal of Clinical and Health Psychology, 5 (3), pp. 521-551Learning Standards (2013) Teaching Standards and Standards for School Principals: A Comparative Study, , Paris: OECD Publishing(2018) General Education Law (Promulgated in 1993) [Ley General De Educación]., , https://goo.gl/vQPXLh, (a), Mexico: Chamber of Deputies. Retrieved from(2018) General Law of the Professional Teaching Service (Promulgated in 2013) [Ley General Del Servicio Profesional Docente]., , https://goo.gl/bvDY6r, (b), Mexico: Chamber of Deputies. Retrieved fromContreras, T., Pedagogical leadership, teaching leadership and their role in school improvement: A theoretical approach (2016) Propósitos Y Representaciones, 4 (2), pp. 231-284Costello, A.B., Osborne, J., Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis (2005) Practical Assessment Research & Evaluation, 10 (7), pp. 1-9Cronbach, L.J., Coefficient alpha and the internal structure of tests (1951) Psychometrika, 16Crow, G., Day, C., Møller, J., Framing research on school principals’ identities (2016) International Journal of Leadership in EducationFramework for excellence in teaching and school management in Basic Education (2019) Professional Profiles, Criteria and Indicators for Teachers, Teaching Technicians and Staff with Management and Supervision Functions [Marco Para La Excelencia En La enseñanza Y La gestión Escolar En La Educación Básica. Perfiles Profesionales, Criterios E Indicadores Para Docentes, técnicos Docentes Y Personal Con Funciones De dirección Y De supervisión]., , https://bit.ly/3aGGXVb, (, a), Mexico: Department of Public Education. Retrieved from(2019) Guidelines for Developing the Continuous Improvement School Program [Orientaciones Para Elaborar El Programa Escolar De Mejora Continua], , https://bit.ly/37unPaV, Mexico: Department of Public Education. Retrieved fromde Winter, J.C., Dodou, D., Factor recovery by principal axis factoring and maximum likelihood factor analysis as a function of factor pattern and sample size (2012) Journal of Applied Statistics, 39 (4)Elliott, S.N., Clifford, M., Principal assessment: Leadership behaviors known to influence schools and the learning of all students (Document No. LS-5) (2014) <ref-sourcetitle></ref-sourcetitle>, , https://goo.gl/3kvU34, Retrieved fromFernández-Cruz, F.J., Fernándezdíaz, M.J., Rodríguezmantilla, J.M., Design and validation of an instrument to measure teacher training profiles in information and communication technologies (2018) Revista Española De Pedagogía, 76 (270), pp. 247-270. , https://doi.org/10.22550/REP76-2-2018-03, doiFlessa, J., Bramwell, D., Fernández, M., Weinstein, J., School Leadership in Latin America 200-2016 (2018) Educational Management Adminstration & Leadership, 46 (2), pp. 182-206Fuentes-Arismendi, J.C., Malagón-Micán, M.L., The evaluation of competencies from the socioformative approach (2019) Human Development and Socioformation (HUDS), 1 (1), pp. 1-13. , https://bit.ly/37xunFz, Retrieved fromGarcía-Garnica, M., Construction and validation of a questionnaire to measure effective practices of principals´ pedagogical leadership (2016) Profesorado. Revista De Currículum Y Formación De Profesorado, 20 (3), pp. 493-526. , https://goo.gl/YOIAcu, Retrieved fromGarcía-Garnica, M., Caballero, K., What Successful Practices of Leadership do the Andalusian Management Teams Develop in their Schools? (2015) Revista Iberoamericana De Evaluación Educativa, 8 (2), p. 129147. , https://goo.gl/o2ayOh, Retrieved fromGeorge, D., Mallery, P., (2003) SPSS for Windows Step by Step: A Simple Guide and Reference. 11.0 Update, , 4ª ed.). Boston, MA: Allyn & BaconGómez-Hurtado, I., Leadership and managing diversity in schools: Towards an inclusive leadership (2013) Revista Fuentes, 14, pp. 61-84. , https://goo.gl/LR1b5W, Retrieved fromGorsuch, R.L., (1983) Factor Analysis, , Hillsdale, NJ: Lawrence ErlbaumHerrera, S., Tobón, S., The school director from the socioformative approach. A documentary study through conceptual mapping (2017) Revista De Pedagogía, 38 (102), pp. 144-163. , https://goo.gl/fG2sPn, Retrieved fromHefetz, A., Liberman, G., The factor analysis procedure for exploration: A short guide with examples (2017) Culture and Education, 29 (3), pp. 526-562Horn, A., Murillo, F., Incidence of school principals on teachers’ commitment: A multilevel study (2016) Psicoperspectivas, 15 (2), pp. 64-77Views on Education in IberoAmerica. Professional development and leadership of school principals in IberoAmerica (Miradas sobre la Educación en Iberoamérica (2017) Desarrollo Profesional Y Liderazgo De Directores Escolares En Iberoamérica)., , https://goo.gl/ra1s9H, Madrid: OEI. Retrieved fromIzquierdo, D., What do school principals do? Leadership practices in Spain drawn from PISA and TALIS international studies (2016) Revista Complutense De Educación, 27 (3), pp. 1193-1209Juárez-Hernández, L.G., (2018) Practical Manual of Basic Statistics for Research, , Florida: KresearchLópez-Báez, I., López-Ramírez, E., Martínez-Iñiguez, J.E., Tobón, S., Management directive: Approaches to a model for its institutional organization in higher secondary education in México [Gestión directiva: Aproximaciones a un modelo para su organización institucional en la educación media superior en México] (2018) Espacios, 39 (29)Marín-García, J.A., Santandreumascarell, C., What do we know about rubrics used in higher education? (2015) Intangible Capital, 11 (1), pp. 118-145. , Doi: http://dx.doi/Marin-Garcia, J., Ramirez Bayarri, L., Atares-Huerta, L., Protocol: Comparing advantages and disadvantages of Rating Scales, Behavior Observation Scales and Paired Comparison Scales for behavior assessment of competencies in workers. 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Validity and reliability of a rubric [Evaluación de las prácticas directivas en directores escolares: validez y confiabilidad de una rúbrica]Articleinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Tobon, S., Centro Universitario CIFE, Cuernavaca, MexicoJuarez-Hernandez, L.G., Centro Universitario CIFE, Cuernavaca, MexicoHerrera-Meza, S.R., Centro Universitario CIFE, Cuernavaca, MexicoNunez, C., University of Medellín, Colombiahttp://purl.org/coar/access_right/c_16ecTobon S.Juarez-Hernandez L.G.Herrera-Meza S.R.Nunez C.11407/5920oai:repository.udem.edu.co:11407/59202021-02-05 09:57:55.199Repositorio Institucional Universidad de Medellinrepositorio@udem.edu.co

Assessing school principal leadership practices. Validity and reliability of a rubric [Evaluación de las prácticas directivas en directores escolares: validez y confiabilidad de una rúbrica]

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