Designing and Validation of Self-Assessment Tool of Professional Competency and Its Psychometrics in the Administrators of Preschool Educational Centers

Abstract

Background: The role of preschool administrators in raising children is increasing day by day, so the purpose of this study was to detect the validity and reliability of the professional competency questionnaire and its psychometric assessment in preschool administrators. Methods: This descriptive study was conducted on 380 preschool administrators with a minimum age of 25 and a maximum of 65 year participated in 2018. The sampling method was stratified from four regions of north, south, west and east of Tehran, Iran. Rosenberg self-esteem questionnaire was used for convergent validity. Cronbach's alpha coefficient was used to examine the internal consistency. Face validity, content validity and structural validity were also calculated. The data collection tool was a researcher-made questionnaire. Results: The questionnaire of professional competency of preschool administrators was appropriate in terms of face validity. Indicators related to content validity were appropriate in terms of relevance, transparency and necessity in this study. Cronbach's alpha coefficient was 0.98. The correlation between the total score of the managers' professional competency test and self-esteem was equal to 0.08 with a significance level of 0.58. Conclusion: The professional competency questionnaire of preschool administrators had good validity and reliability to assess the level of professional competency of preschool administrators. Researchers can use this questionnaire to assess the professional competency of preschool administrators.

Keywords

• Validation study
• Reliability
• Psychometrics
• Competency-based
• Pre-school