Development and Initial Validation of the Social Competency Inventory for Tertiary Level Faculty Members
This study aimed to develop and initially validate an instrument that measures social competency among tertiary level faculty members. A review of extant literature on social competence was done. The review of extant literature led to the writing of the items in the initial instrument which was evaluated by 11 Subject Matter Experts (SMEs). The SMEs were either educators or psychologists. The results of the evaluations done by the SMEs served as bases for the creation of the pre-try-out instrument used in the first trial-run. Insights from the first trial-run participants led to the development of the main try-out instrument used in the final test administration. One Hundred Forty-one participants from five private Higher Education Institutions (HEIs) in the National Capital Region (NCR) and five private HEIs in Central Luzon in the Philippines participated in the final test administration. The reliability of the instrument was evaluated using Cronbach-s Coefficient Alpha formula and had a Cronbach-s Alpha of 0.92. On the other hand, Factor Analysis was used to evaluate the validity of the instrument and six factors were identified. The development of the final instrument was based on the results of the evaluation of the instrument-s reliability and validity. For purposes of recognition, the instrument was named “Social Competency Inventory for Tertiary Level Faculty Members (SCI-TLFM)."
[1] K. N. Stump, J. M. Ratliff, Y. P. Wu, and P. H. Hawley, "Theories of
social competence from the top-down to the bottom-up: A case for
considering foundational human needs," in J. L. Matson (ed.), Social
behavior and skills in children. New York, NY: Springer Science
Business Media, LLC, 2009, pp. 23-37.
[2] E. L. Thorndike, "Intelligence and its uses," Harper's Magazine, vol.
140, 1920, pp. 227-235.
[3] H. S. Han and K. M. Kemple, "Components of social competence and
strategies of support: Considering what to teach and how," Early
Childhood Education Journal, vol. 34, no. 3, 2006, pp. 241-246. DOI:
10.1007/s10643-006-0139-2.
[4] S. Bosacki and J. W. Astington, Theory of mind in preadolescence:
Relations between social understanding and social competence. Malden,
MA: Blackwell Publishers Ltd., 1999.
[5] L. Rose-Krasnor, "The nature of social competence: A theoretical
review," Social Development, vol. 6, no. 1, 1997, pp. 111-135.
[6] C. Schneider, "On the construction and diagnostics of social
competence," Socmag.net, 2008.
[7] C. Howes and J. James, "Children-s social development within the
socialization context of childcare and early childhood education," in P.
K. Smith and C. H. Hart (eds.), Blackwell handbook of childhood social
development. Malden, MA: Blackwell Publishing, 2002, pp. 139-151.
[8] M. Semrud-Clikeman, Social competence in children. New York, NY:
Springer Science Business Media, LLC, 2007.
[9] E. D. Warren and S. M. Sheridan, "A contextual approach to the
assessment of social skills: Identifying meaningful behaviors for social
competence," Psychology in the Schools, vol. 42, no. 2, 2005, pp. 173-
187.
[10] T. Davidson, J. Welsh, K. Bierman, and G. Thomson, "Social
competence," in Gale Encyclopedia of Children's Health. Detroit: Gale,
2006.
[11] I. Schoon, Measuring social competencies. German Council for Social
and Economic Data. Working Paper no. 58. Federal Ministry of
Education and Research, 2009.
[12] Z. Babosik, "Social competences," Practice and theory in systems of
education," vol. 3, no. 1, 2008, pp. 23-26.
[13] E. Ruegg, "Social competence, transition plans and children with
learning disabilities," Essays in Education, vol. 7, 2003.
[14] G. Ten Dam and M. Volman, "Educating for adulthood or for
citizenship: Social competence as an educational goal," European
Journal of Education, vol. 42, no. 2, 2007, pp. 281-298.
[15] J. Bose, "Education and the architecture of an inclusive society," Peace
Prints: South Asian Journal of Peacebuilding, vol. 2, no. 1, 2009, pp. 2-
4.
[16] N. Burnett, N. (2008). "The Delors report: A guide towards education
for all," European Journal of Education, vol. 43, no. 2, 2008, pp. 181-
187.
[17] K. M. Bailey, A. Curtis, and D. Nunan, Pursuing professional
development: The self as source. Boston: TeacherSource, 2002.
[18] K. M. Nowack and B. Heller, (2001), "Executive coaching: How to
successfully change behavior," Trainingmag.com, 2001.
[19] N. Graves and S. Vye, "Self-reflection for teacher autonomy: What's in
it for us and why do we give valuable time?" Proceedings of the
Independent Learning Association. Japan Conference: Exploring theory,
enhancing practice: Autonomy across the disciplines. Kanda University
of International Studies, Chiba, Japan, October 2007.
[20] M. Xiang, "Comparison of teachers and students perceptions of
interpersonal; Teacher behavior in the college English classroom,"
Teaching English in China- CELEA Journal-Bimonthly, vol. 32, no. 4,
2009, pp. 13-20.
[21] P. Jennings and M. Greenberg, "The prosocial classroom: Teacher social
and emotional competence in relation to student and classroom
outcomes," Review of Educational Research, vol. 79, no. 1, 2009, pp.
491-525.
[22] S. J. Blumberg, A. C. Carle, K. S. O-Connor, K. A. Moore, and L. H.
Lippman, "Social competence: Development of an indicator for
children and adolescents, " Child Indicators Research, vol. 1, 2008, pp.
176-197. DOI 10.1007/s12187-007-9007-x
[23] A. Kulikowska and M. Pokorski, "Self-injuries in adolescents: Social
competence, emotional intelligence and stigmatization," Journal of
Physiology and Pharmacology, vol. 59, no. 6, 2008, pp. 383-392.
[24] C. K. Ewart, R. S. Jorgensen, S. Suchday, E. Chen, and K. A. Matthews,
"Measuring stress resilience and coping in vulnerable youth: The social
competence interview," Psychological Assessment, vol. 14, no. 3, 2002,
pp. 339-352.
[25] C. H. Lawshe, "A quantitative approach to content validity," Personnel
Psychology, vol. 28, 1975, pp. 563-575.
[26] T. J. B. Kline, Psychological testing. A practical approach to design and
evaluation. Thousand Oaks, CA: SAGE Publications Inc, 2005.
[27] D. George and P. Mallery, SPSS for Windows step by step: A simple
guide and reference. 11.0 update (4th Edition). Boston: Allyn & Bacon,
2003.
[1] K. N. Stump, J. M. Ratliff, Y. P. Wu, and P. H. Hawley, "Theories of
social competence from the top-down to the bottom-up: A case for
considering foundational human needs," in J. L. Matson (ed.), Social
behavior and skills in children. New York, NY: Springer Science
Business Media, LLC, 2009, pp. 23-37.
[2] E. L. Thorndike, "Intelligence and its uses," Harper's Magazine, vol.
140, 1920, pp. 227-235.
[3] H. S. Han and K. M. Kemple, "Components of social competence and
strategies of support: Considering what to teach and how," Early
Childhood Education Journal, vol. 34, no. 3, 2006, pp. 241-246. DOI:
10.1007/s10643-006-0139-2.
[4] S. Bosacki and J. W. Astington, Theory of mind in preadolescence:
Relations between social understanding and social competence. Malden,
MA: Blackwell Publishers Ltd., 1999.
[5] L. Rose-Krasnor, "The nature of social competence: A theoretical
review," Social Development, vol. 6, no. 1, 1997, pp. 111-135.
[6] C. Schneider, "On the construction and diagnostics of social
competence," Socmag.net, 2008.
[7] C. Howes and J. James, "Children-s social development within the
socialization context of childcare and early childhood education," in P.
K. Smith and C. H. Hart (eds.), Blackwell handbook of childhood social
development. Malden, MA: Blackwell Publishing, 2002, pp. 139-151.
[8] M. Semrud-Clikeman, Social competence in children. New York, NY:
Springer Science Business Media, LLC, 2007.
[9] E. D. Warren and S. M. Sheridan, "A contextual approach to the
assessment of social skills: Identifying meaningful behaviors for social
competence," Psychology in the Schools, vol. 42, no. 2, 2005, pp. 173-
187.
[10] T. Davidson, J. Welsh, K. Bierman, and G. Thomson, "Social
competence," in Gale Encyclopedia of Children's Health. Detroit: Gale,
2006.
[11] I. Schoon, Measuring social competencies. German Council for Social
and Economic Data. Working Paper no. 58. Federal Ministry of
Education and Research, 2009.
[12] Z. Babosik, "Social competences," Practice and theory in systems of
education," vol. 3, no. 1, 2008, pp. 23-26.
[13] E. Ruegg, "Social competence, transition plans and children with
learning disabilities," Essays in Education, vol. 7, 2003.
[14] G. Ten Dam and M. Volman, "Educating for adulthood or for
citizenship: Social competence as an educational goal," European
Journal of Education, vol. 42, no. 2, 2007, pp. 281-298.
[15] J. Bose, "Education and the architecture of an inclusive society," Peace
Prints: South Asian Journal of Peacebuilding, vol. 2, no. 1, 2009, pp. 2-
4.
[16] N. Burnett, N. (2008). "The Delors report: A guide towards education
for all," European Journal of Education, vol. 43, no. 2, 2008, pp. 181-
187.
[17] K. M. Bailey, A. Curtis, and D. Nunan, Pursuing professional
development: The self as source. Boston: TeacherSource, 2002.
[18] K. M. Nowack and B. Heller, (2001), "Executive coaching: How to
successfully change behavior," Trainingmag.com, 2001.
[19] N. Graves and S. Vye, "Self-reflection for teacher autonomy: What's in
it for us and why do we give valuable time?" Proceedings of the
Independent Learning Association. Japan Conference: Exploring theory,
enhancing practice: Autonomy across the disciplines. Kanda University
of International Studies, Chiba, Japan, October 2007.
[20] M. Xiang, "Comparison of teachers and students perceptions of
interpersonal; Teacher behavior in the college English classroom,"
Teaching English in China- CELEA Journal-Bimonthly, vol. 32, no. 4,
2009, pp. 13-20.
[21] P. Jennings and M. Greenberg, "The prosocial classroom: Teacher social
and emotional competence in relation to student and classroom
outcomes," Review of Educational Research, vol. 79, no. 1, 2009, pp.
491-525.
[22] S. J. Blumberg, A. C. Carle, K. S. O-Connor, K. A. Moore, and L. H.
Lippman, "Social competence: Development of an indicator for
children and adolescents, " Child Indicators Research, vol. 1, 2008, pp.
176-197. DOI 10.1007/s12187-007-9007-x
[23] A. Kulikowska and M. Pokorski, "Self-injuries in adolescents: Social
competence, emotional intelligence and stigmatization," Journal of
Physiology and Pharmacology, vol. 59, no. 6, 2008, pp. 383-392.
[24] C. K. Ewart, R. S. Jorgensen, S. Suchday, E. Chen, and K. A. Matthews,
"Measuring stress resilience and coping in vulnerable youth: The social
competence interview," Psychological Assessment, vol. 14, no. 3, 2002,
pp. 339-352.
[25] C. H. Lawshe, "A quantitative approach to content validity," Personnel
Psychology, vol. 28, 1975, pp. 563-575.
[26] T. J. B. Kline, Psychological testing. A practical approach to design and
evaluation. Thousand Oaks, CA: SAGE Publications Inc, 2005.
[27] D. George and P. Mallery, SPSS for Windows step by step: A simple
guide and reference. 11.0 update (4th Edition). Boston: Allyn & Bacon,
2003.
@article{"International Journal of Business, Human and Social Sciences:50385", author = "Glenn M. Calaguas and Carmela S. Dizon", title = "Development and Initial Validation of the Social Competency Inventory for Tertiary Level Faculty Members", abstract = "This study aimed to develop and initially validate an instrument that measures social competency among tertiary level faculty members. A review of extant literature on social competence was done. The review of extant literature led to the writing of the items in the initial instrument which was evaluated by 11 Subject Matter Experts (SMEs). The SMEs were either educators or psychologists. The results of the evaluations done by the SMEs served as bases for the creation of the pre-try-out instrument used in the first trial-run. Insights from the first trial-run participants led to the development of the main try-out instrument used in the final test administration. One Hundred Forty-one participants from five private Higher Education Institutions (HEIs) in the National Capital Region (NCR) and five private HEIs in Central Luzon in the Philippines participated in the final test administration. The reliability of the instrument was evaluated using Cronbach-s Coefficient Alpha formula and had a Cronbach-s Alpha of 0.92. On the other hand, Factor Analysis was used to evaluate the validity of the instrument and six factors were identified. The development of the final instrument was based on the results of the evaluation of the instrument-s reliability and validity. For purposes of recognition, the instrument was named “Social Competency Inventory for Tertiary Level Faculty Members (SCI-TLFM)."
", keywords = "development, initial validation, social competency,tertiary level faculty members", volume = "5", number = "8", pages = "947-6", }
