PSYCHOMETRIC PROPERTIES OF THE MONGOLIAN VERSION OF DELAWARE SCHOOL CLIMATE QUESTIONNAIRE (DSCQ)

Forfattere

  • Itgel Miyejav Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia
  • Bayasgalan Erdenebaatar Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia
  • Khajidmaa Otgonbaatar Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia

DOI:

https://doi.org/10.46827/ejes.v11i4.5282

Nøgleord:

school climate, measurement, validity, Mongolian version

Resumé

The Delaware School Climate Questionnaire (DSCQ), initiated by Delaware and his associates, has been utilized as a common tool to explore and evaluate school climate in different countries. The purpose of the current study was to adapt the DSCQ into Mongolian and examine its psychometric properties with a sample of 1,174 secondary school students. The results of exploratory and confirmatory factor analysis verified the uni-dimensionality of the scale and confirmed the Mongolian version of DSCQ fit the three-factor model. The Cronbach alpha value of the total scale was 0.92, whereas correlation coefficients representing convergent validity varied from 0.30 to 0.72 (p <.01). The criterion validity of the scale was determined to be 0.3 when the Mongolian language and math achievement test score was used as a criterion in concurrent validity analysis. The results suggest that the Mongolian version of the DSCQ is a valid and reliable tool to evaluate school climate in Mongolian samples.

 

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Forfatterbiografier

  • Itgel Miyejav, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia

    Itgel Miyejav is a director of the Mongolian National Institute for Educational Research. He earned a B.S. from the National University of Mongolia in 1997, and an M.S. from the National University of Mongolia in 2001. He received his Ph.D. in Mathematics Education from the Moscow Pedagogical State University, Russia in 2007. His research interests span mathematics education, teaching and learning strategy, and education assessment and measurement. He can be contacted at email: itgel@mier.mn.

  • Bayasgalan Erdenebaatar, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia

    Erdenebaatar Bayasgalan works as a researcher at the Mongolian National Institute for Educational Research, where he has been since 2019. He earned a B.Ed. from Tomsk State Pedagogical University, Russia, in 2017 and a M.Sc. from the Mongolian National University of Education in 2020. His research interests span school climate, inclusive education, and the development of children with different needs. He can be contacted at email: bayasgalan@mier.mn.

  • Khajidmaa Otgonbaatar, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia

    Khajidmaa Otgonbaatar works as a research officer at the Mongolian National Institute for Educational Research, where he has been since 2013. He earned a B.Ed. from the Mongolian National University of Education in 2009, and a M.Sc. from the National Taichung University of Education, Taiwan in 2013. He received his PhD from Hiroshima University, Japan in 2021. His research interests span 21st century skills, education assessment and measurement, and curriculum studies. He can be contacted at email: otgonbaatar@mier.mn.

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Publiceret

2024-03-21

Nummer

Årg. 11 Nr. 4 (2024)

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