During the last 25 years researchers have proposed a number of conceptual frameworks to measure the various functions of instructional leadership. One of the most frequently used frameworks is the Principal Instructional Management Rating Scale (PIMRS). Despite the great number of studies employing the PIMRS, evidence for its reliability and validity is relatively limited. In addition, we still don’t know much about the extent to which this instrument could be used in diverse demographic and cultural educational settings. This study explores the content, face, and construct validity, reliability and internal consistency of the PIMRS in the Chinese educational system. A total number of 311 teachers from five middle schools in the Haidian District of Beijing participated in the study. The data were analysed using Confirmatory Factor Analysis (CFA). On an overall basis the results provided support for the face, content, and construct validity, reliability and internal consistency of the PIMRS. However, six out of the 50 items had to be removed to reach satisfactory fit indices. Implications of the findings in relation to the importance of evaluating the measuring properties of research instruments are discussed and, finally, suggestions for future studies are provided.
“We were trained within the official educational system to be able to support our communities in their defense against that same system”: a talk with Saknicté Ishchel Racancoj Sierra (Association of Mayan Lawyers and Solicitors) about legal pluralism and indigenous law in Guatemala
