The subjective (mental) space (MS) is specified as a particular area of research. The issue of its operationalization and measurement are put forward. A mathematical prototype of MS has been proposed. In a simplified form, the mathematical space conceives of as Euclidean, metric, and linear. It extends to the MS. The operationalization of its measurements consisted in the construction of the "Where I am" questionnaire (WIQ). Three main properties of the WIQ were as follows. First, physical descriptions of space were in use as metaphors for the MS. Second, 4 scales, namely, “height,” “width,” “length,” and “volume,” specified the WIQ. Third, a procedure like a semantic differential administered the WIQ’s items to participants. Raw data were gathered from a sample consisting 177 students, men and women aged from 17 to 26. Participants expressed the degree of agreement with each item of the WIQ on the seven point grade ranging from "strongly disagree" to "strongly agree". Ultimately, the WIQ consisted of 36 items, namely, 9 items per the scale “height,” 9 items per the scale “width,” 7 items per the scale “length,” and 11 items per the scale “volume.” Descriptive statistics included means, standard deviations, chi square to define normality of variables, t test to as-sess differences between men and women. Psychometric reliability of the WIQ was estimated by intercorrelations of items in scales, Cronbach's alpha, omega, split half reliability, re test, as well as the WIQ’s discrimination. Exploratory factor analysis provided an estimation of the WIQ’s construct validity. Internal convergent and discriminant validity of the WIQ was gained by comparisons of items’ correlations with ‘own’ and ‘others’ scales. Contrast groups on creative thinking and intelligence computed external criterion validity of the WIQ by 1 way ANOVA. Obtained data were as follows. Extraction to specify the WIQ on above scales was psychometrically justified. The WIQ showed good measures of reliability. The WIQ yielded a 3 factorized structure as most evident of its construct validity and consistent with expected theoretical suggestions, despite of items of the scales “width” and “volume” entered the same factor. Findings maintained significant internal convergent and discriminant validity of the WIQ. It possessed either external criterion validity Creative fluency, originality, and fluid intelligence produced significant effects on the WIQ’s scales. Thus, the WIQ can be reasonable in scientific and applied studies.
The Development of Instructional Leadership Scale of Elementary School Principals in Indonesia
