Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Developing a Scale for Innovation Management at Schools: A Study of Validity and Reliability

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Developing a Scale for Innovation Management at Schools: A Study of Validity and Reliability

Article excerpt


The purpose of this study is to develop a valid and reliable assessment tool for use in determining the competency beliefs of school administrators about innovation management. The scale applied to a study group of 216 school administrators, after work Centered on assessing intelligibility and specialized opinion. Exploratory and confirmatory factor analysis has been applied to determine the construct validity of the scale. Cronbach Alpha inner consistency coefficient was calculated to determine the reliability of the scale. The corrected item-total correlations were initially calculated to determine how efficient the items covered by the scale are in distinguishing between people by the aspect they measure and t-test was conducted to determine whether there exists any significant difference between the item average scores of top 27% and bottom 27% groups. As a result of exploratory factor analysis of the scale, the scale was identified to consist of four sub-dimensions, including Project Management, Organizational Culture and 32 5-point Likert items. The factor value loads of items covered by the scale vary in a range of 0.51 to 0.77. The four-factor structure of the scale is also affirmed by the confirmatory factor analysis. The corrected item-total correlations of the scale items ranged from 0.77 to 0.39. Based on result of t test performed between the item average scores of top 27% and bottom 27% groups, it was observed that differences had been significant for all items and factors. The inner consistency factor for the entire scale was calculated as 96. The inner consistency coefficients of the scale's sub-dimensions varied between 85 and 94. The findings of this study reveal that Innovation Management Scale at Schools is a valid and reliable measuring tool that can be used to determine the competence beliefs of school administrators on innovation management.

Key Words

Innovation, Innovation Management at Schools, School Administrator, Scale Development.

We live in a World of radical changes occurring in many areas and where scientific and technological advancements keep a fast stance, and global competition comes up to the forefront. The changes occurring deeply influence not only all societies and individuals but also all organizations no matter what their main areas of engagement are. In this process of change, only those organizations which adopt the innovative culture and successfully achieving the innovative structure in them get enormous gains in terms of environmental fitness and adaptation to developments. In this sense, innovation poses vital importance for the success and sustenance of organizations (Bülbül, 2010). However, innovation, which is vital for organizations as prescribed, doesn't occur suddenly, but requires a lot of work and efforts pursued according to a plan. Since organizations can neither inherit innovation as part of their legacy nor purchase it. Therefore, innovation should be created and sustained within the organization (Dobni, 2006). The objective of creating innovation within the organization requires vision, deliberation and a strong belief. In addition, for a successful organization, the right conditions, structure, culture and climate should be created, as well as proper directions for the organization and innovation should encompass all areas and aspects of the organization. More importantly, the organization should be filled with right people who possess the required skills, attitudes and behaviors towards innovation (Watt, 2002).

Measuring innovation is difficult like measuring creativity or art. Who exactly makes innovation and why does s/he make it? What is the created value, how is it noticed and by whom? Describing and calculating the clear measurements of these activities are difficult. However, it is possible to collect data from inputs and outputs of innovation (Kingsland, 2007). Although it is possible to witness difficulties while describing innovation, it can be said that there is still an agreement on the description of innovation in the literature (Goffin & Mitchell, 2005; Scott & Bruce, 1994)

When innovation is considered as creating and implementing new, useful and creative ideas (Amabile, Conti, Coon, Lazenby, & Herron 1996; Matthews; 2003; Oslo Kilavuzu, 2005; Woodman, Sawyer, & Griffin, 1993), it is possible to describe educational innovation as a process and a result that directs innovativeness and creativity in the system, improves creativity, implements modern innovations and developments in the management and supervision of the education institution and learning-teaching processes, turns practical information into the practice, controls its outputs by considering all the elements of the education process (Özkan, 2009). …

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