Development and validation of junior high school life satisfaction scale index / Ju Yeon Kim. 6

Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2012.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. 56

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ABSTRACT: This study analyzed components of middle school students' school life satisfaction. The study consists of two parts, study on development of items in school life satisfaction rating scale and study on validity of developed 'school life satisfaction rating scale for middle school students' The research identified and used a method to develop the rating scale which evaluated middle school students' school life satisfaction. The level of validity, dependability and the fineness of items were analyzed to measure relevancy of the rating scale There are six (6) sub-factors in middle school students' school life satisfaction rating scale, namely over all environment, interpersonal relationship, teaching and learning activities, educational environment, school rules/activities and support system. There are 25 items in the rating scale. There exists a significant relationship among sub-factors that compose the scale. Each of these sub-factors can evaluate the satisfaction level in a consistent manner. The result of factor analysis for development of satisfaction rating scale for middle school students confirmed the six sub-factors. The first sub-factor is 'overall environment (3 items)', the second factor is 'interpersonal relationship (4 items)', the third factor is 'teaching and learning activities (4 items)', the fourth factor is 'educational environment (4 items)', the fifth factor is 'school rules/activities (4 items)' and the sixth factor is 'social support system (6 items)'. These 6 sub-factors explained around 69 percent of the total variables. The consistency level and re-test dependability were computed to test the dependability of the rating scale. The scale was proven to be relevant because the result of the consistency level coefficient (Cronbacha) and the result of the retest dependability were both high. Third, the results of the validity test of scale shows significant relationship between the total score of the scale and the sub-factors and among each sub-factor and items in it. For the discriminant analysis, correlation coefficient matrix analysis between estimated variants and standard discriminant function were found. The large value of the discriminant function proved the construct of validity between the group with high level of satisfaction and the group with low satisfaction level. Confirmatory factor analysis result showed that there is significant relationship in all the items in every sub-factor with more than 0.50 of path-coefficient. The consistency level was high in most of the items and that sub-factors can be determined properly. Thus, the applied scale is valid to measure the concepts of each item. In conclusion, the validity analysis proved that the school life satisfaction rating scale developed in this study well carries the factors of school life satisfaction. It is therefore a relevant tool and useful to rate the school life satisfaction for middle school students.

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