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Originalarbeit

Das Kommunikationskompetenz-Inventar für Schulleitungen (KKI-SL)

Entwicklung und Validierung

Published Online:October 25, 2016https://doi.org/10.1026/0012-1924/a000172

Abstract

Zusammenfassung. Gegenstand der vorliegenden Studien ist die Konstruktion und Validierung eines deutschsprachigen Inventars zur Erfassung des Konstrukts Kommunikationskompetenz von Schulleitungen (KKI-SL). Kommunikationskompetenz wird als dreidimensionales Konstrukt (Wissen, Fähigkeiten, Motivation) konzeptualisiert und in ein theoretisches Rahmenmodell eingebettet. Fünf Studien wurden mit deutschen Lehrkräften aller Schularten durchgeführt: Selektion und Kategorisierung der Items via Experten-Rating sowie Exploration der Dimensionalität (N = 169), Kreuzvalidierung der gefundenen Faktorenstruktur (N = 1 354), Test-Retest-Reliabilität (N = 126), konvergente und diskriminante Validität (N = 331) und Kriterienrelevanz (N = 1 023). Itemanalysen und Maximum Likelihood-Faktorenanalysen führten zu einer 3-Faktoren-Lösung (Alterzentrismus, Kommunikationswissen und -bereitschaft, Selbstregulationsfähigkeit) mit guten internen Konsistenzen. Konfirmatorische Faktorenanalysen bestätigten die Struktur mit 14 Items. Die psychometrischen Kennwerte des Inventars waren durchweg gut. Beziehungen zu korrespondierenden Konstrukten belegen die konvergente und divergente Validität des Instruments. Als weiterer Validitätshinweis konnten Zusammenhänge mit relevanten Ergebniskriterien (z. B. Arbeitszufriedenheit) nachgewiesen werden.


Communication Competency Inventory for School Principals (CCI-SP): Construction and Validation

Abstract. This article describes the development and validation of a standardized inventory for the communication competency of school principals (CCI-SP). Communication competency was conceptualized as a three-dimensional construct (knowledge, skills, motivation) and based on a theoretical framework. Five studies were conducted with German teachers: selection and categorization of items via expert ratings and exploring the dimensionality (N = 169), cross-validation of the structure (N = 1,354), test-retest reliability (N = 126), convergent and discriminant validity (N = 331), and criterion-related validity (N = 1,023). Item analysis and maximum likelihood factor analysis led to a 3–factor solution (altercentrism, knowledge and willingness to communicate, self-regulation) with good internal consistencies. Confirmatory factor analysis confirmed the structure with 14 items. The psychometric properties of the scales were good. Correlation patterns with corresponding constructs confirmed the convergent and discriminant validity of the instrument. Moreover, another indication of validity was found in correlations with relevant outcome variables (e.g., job satisfaction).

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