Strategies for Parental Involvement during Emergency Remote Teaching Scale:
Its Psychometric Properties
Kurzbeschreibung
Recently, Emergency Remote Teaching (ERT) has caused a considerable interest in the school community due to the widescale lockdown brought about by the COVID-19 pandemic. The curriculum's alteration necessitated a call to explore mechanisms for effective remote instruction delivery--including parental involvement. This research determined the psychometric properties of the "Strategies for Parental Involvement during Emergency Remote Teaching - Scale (SPIERT-S). The tool assesses the strategies used by teachers to facilitate parental involvement during ERT. Through a thorough literature review, 22 items about home and school collaboration and ERT were initially developed. Evidence related to content validity was established through two-round expert consultation, while data related to construct validity were gathered through factor analyses. The content validity analysis resulted in the deletion of four (4) items; hence, 18 items were retained. A three-factor structure was yielded from Exploratory Factor Analysis (parents as facilitators of learning, parents as sources of information, and parents as collaborators), and a total of 15 items were retained. The confirmatory factor analysis indicated an acceptable level of the goodness-of-fit indices measured. The internal consistency of the factors and the whole scale showed excellent reliability. The results suggest that the SPIERT-S has good, valid, and reliable psychometric qualities and can be used to examine the strategies for parental involvement that teachers utilize during emergency remote teaching. Recommendations and limitations of the study are discussed.
Schlagwörter
Distance-Schooling, Eltern, International, Philippinen, Quantitative Studie
Quellenangabe
Raguindin, Princess Zarla J., Lising, Ruby Leah S., Custodio, Zhanina U. (2021). Strategies for Parental Involvement during Emergency Remote Teaching Scale:. Its Psychometric Properties, European Journal of Educational Research, 10, 427–439.